B l o o m ' s Ta x o n o m y o f

Learning Domains
Bloom's Taxonomy was created in 1956 under the leadership of educational
psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in
education, such as analyzing and evaluating concepts, processes, procedures,
and principles , rather than just remembering facts (rote learning). It is most
often used when designing educational, training, and learning processes.

The Three Domains of Learning

The committee identified three domains of educational activities
or learning (Bloom, et al. 1956):
o Cognitive: mental skills (knowledge)
o Affective: growth in feelings or emotional areas (attitude or self)
o Psychomotor: manual or physical skills (skills)
Since the work was produced by higher education, the words tend to be a little
bigger than we normally use. Domains may be thought of as categories.
Instructional designers, trainers, and educators often refer to these three
categories as KSA (Knowledge [cognitive], Skills [psychomotor],
and Attitudes [affective]). This taxonomy of learning behaviors may be thought
of as the goals of the learning process. That is, after a learning episode, the
learner should have acquired a new skill, knowledge, and/or attitude.
While the committee produced an elaborate compilation for the cognitive and
affective domains, they omitted the psychomotor domain. Their explanation for
this oversight was that they have little experience in teaching manual skills
within the college level. However, there have been at leastthree psychomotor
models created by other researchers.
Their compilation divides the three domains into subdivisions, starting from the
simplest cognitive process or behavior to the most complex. The divisions
outlined are not absolutes and there are other systems or hierarchies that have
been devised, such as the Structure of Observed Learning Outcome (SOLO).

However, Bloom's taxonomy is easily understood and is probably the most

widely applied one in use today.

Cognitive Domain
The cognitive domain involves knowledge and the development of intellectual
skills (Bloom, 1956). This includes the recall or recognition of specific facts,
procedural patterns, and concepts that serve in the development of intellectual
abilities and skills. There are six major categories of cognitive an processes,
starting from the simplest to the most
complex (see the table below for an indepth coverage of each category):

o Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o Evaluation
The categories can be thought of as degrees of difficulties. That is, the first
ones must normally be mastered before the next one can take place.

B l o o m ' s R e v i s e d Ta x o n o m y
Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the
cognitive domain in the mid-nineties and made some changes, with perhaps the
three most prominent ones being (Anderson, Krathwohl, Airasian, Cruikshank,
Mayer, Pintrich, Raths, Wittrock, 2000):

o changing the names in the six categories from noun to verb

forms
o rearranging them as shown in the chart below

o creating a processes and levels of knowledge matrix

The chart shown below compares the original taxonomy with the
revised one:

This new taxonomy reflects a more active form of thinking and is perhaps more
accurate. The new version of Bloom's
Taxonomy, with examples and keywords is
shown below, while the old version may be
found here

Ta b l e o f t h e R e v i s e d
Cognitive Domain
Category

Examples, key words

(verbs), and technologies
for learning (activities)

Rememberin

Examples: Recite a

policy. Quote prices from memory to a

customer. Recite the safety rules.

g: Recall or retrieve
previous learned
information.

Key Words: defines, describes,

identifies, knows, labels, lists, matches,
names, outlines, recalls, recognizes,
reproduces, selects, states
Technologies: book marking, flash
cards, rote learning based on repetition,
reading

Understanding:
Comprehending the
meaning, translation,
interpolation, and
interpretation of
instructions and
problems. State a
problem in one's own
words.

Examples: Rewrite the principles of test

writing. Explain in one's own words the
steps for performing a complex task.
Translate an equation into a computer
spreadsheet.
Key Words: comprehends, converts,
defends, distinguishes, estimates,
explains, extends, generalizes, gives an
example, infers, interprets, paraphrases,
predicts, rewrites, summarizes,
translates
Technologies: create an analogy,
participating in cooperative learning ,
taking notes, storytelling, Internet
search

Applying: Use a concept

in a new situation or
unprompted use of an
abstraction. Applies what
was learned in the
classroom into novel

Examples: Use a manual to calculate

an employee's vacation time. Apply laws
of statistics to evaluate the reliability of
a written test.
Key Words: applies, changes,

situations in the work

place.

computes, constructs, demonstrates,

discovers, manipulates, modifies,
operates, predicts, prepares, produces,
relates, shows, solves, uses
Technologies: collaborative learning ,
create a process, blog, practice

Analyzing: Separates
material or concepts into
component parts so that
its organizational
structure may be
understood.
Distinguishes between
facts and inferences.

Examples: Troubleshoot a piece of

equipment by using logical deduction.
Recognize logical fallacies in
reasoning. Gathers information from a
department and selects the required
tasks for training.
Key Words: analyzes, breaks down,
compares, contrasts, diagrams,
deconstructs, differentiates,
discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates,
selects, separates
Technologies: Fishbowls , debating,
questioning what happened, run a test

Evaluating: Make
judgments about the
value of ideas or
materials.

Examples: Select the most effective

solution. Hire the most qualified
candidate. Explain and justify a new
budget.
Key Words: appraises, compares,
concludes, contrasts, criticizes,
critiques, defends, describes,
discriminates, evaluates, explains,
interprets, justifies, relates, summarizes,

supports
Technologies: survey, blogging

Creating: Builds a
structure or pattern from
diverse elements. Put
parts together to form a
whole, with emphasis on
creating a new meaning
or structure.

Examples: Write a company operations

or process manual. Design a machine to
perform a specific task. Integrates
training from several sources to solve a
problem. Revises and process to
improve the outcome.
Key Words: categorizes, combines,
compiles, composes, creates, devises,
designs, explains, generates, modifies,
organizes, plans, rearranges,
reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells,
writes
Technologies: Create a new model,
write an essay, network with others

Cognitive Processes and Levels of

Knowledge Matrix
Bloom's Revised Taxonomy not only improved the usability of it by using action
words, but added a cognitive and knowledge matrix.
While Bloom's original cognitive taxonomy did mention three levels of
knowledge or products that could be processed, they were not discussed very
much and remained one-dimensional:

o Factual - The basic elements students must know to be

acquainted with a discipline or solve problems.

o Conceptual The interrelationships among the basic elements

within a larger structure that enable them to function together.
o Procedural - How to do something, methods of inquiry, and
criteria for using skills, algorithms, techniques, and methods.
In Krathwohl and Anderson's revised version, the authors combine the cognitive
processes with the above three levels of knowledge to form a matrix. In
addition, they added another level of knowledge - metacognition:

o Metacognitive Knowledge of cognition in general, as well as

awareness and knowledge of ones own cognition.
When the cognitive and knowledge dimensions are arranged in a matrix, as
shown below, it makes a nice performance aid for creating performance
objectives:
The Cognitive Dimension
The
Knowledge
Dimension

Remembe Understan
Apply Analyze Evaluate Create
r
d

Factual
Conceptual
Procedural
Metacognitiv
e
However, others have identified five contents or artifacts (Clark, Chopeta, 2004;
Clark, Mayer, 2007):

o Facts - Specific and unique data or instance.

o Concepts - A class of items, words, or ideas that are known by
a common name, includes multiple specific examples, shares
common features. There are two types of concepts: concrete
and abstract.

o Processes - A flow of events or activities that describe how

things work rather than how to do things. There are normally
two types: business processes that describe work flows and
technical processes that describe how things work in
equipment or nature. They may be thought of as the big
picture, of how something works.
o Procedures - A series of step-by-step actions and decisions
that result in the achievement of a task. There are two types of
actions: linear and branched.
o Principles - Guidelines, rules, and parameters that govern. It
includes not only what should be done, but also what should
not be done. Principles allow one to make predictions and draw
implications. Given an effect, one can infer the cause of a
phenomena. Principles are the basic building blocks of causal
models or theoretical models (theories).
Thus, the new matrix would look similar to this:
The Cognitive Dimension
The
Knowledge
Dimension

Remembe Understan
Apply Analyze Evaluate Create
r
d

Facts
Concepts
Processes
Procedures
Principles
Metacognitiv
e
An example matrix that has been filled in might look something like this:
The
Rememb Understa
Knowledge
er
nd
Dimension

Apply

Analyze

Evalua
Create
te

Facts

list

paraphras
classify
e

outline

rank

categori
ze

Concepts recall

explains

demonstr
contrast
ate

criticiz
modify
e

Processes outline

estimate

produce

diagram

defend design

relate

identify

critique plan

Procedures

reproduc give an
e
example

Principles state

converts

solve

differentiat conclud
revise
es
e

Metacogniti proper
ve
use

interpret

discover

infer

predict

Next Steps

actualiz
e

B l o o m ' s Ta x o n o m y : T h e
A ff e c t i v e D o m a i n
The affective domain is one of three domains in Bloom's Taxonomy, with the
other two being
the cognitive andpsychomotor (Bloom, et al.,
1956). For an overview of the three domains,
see the introduction .
The affective domain (Krathwohl, Bloom, Masia,
1973) includes the manner in which we deal
with things emotionally, such as
feelings, values , appreciation,
enthusiasms, motivations , and attitudes . The
five major categories are listed from the
simplest behavior to the most complex:

Category

Receiving
Phenomena:
Awareness,
willingness to hear,
selected attention.

Example and Key

Words (verbs)

Examples:
Listen to others
with respect.
Listen for and
remember the
name of newly
introduced
people.
Key Words:
acknowledge,
asks, attentive,
courteous,
dutiful, follows,
gives, listens,

understands

Responds to Phenomena: Active

participation on the part of the
learners. Attend and react to a
particular phenomenon. Learning
outcomes may emphasize
compliance in responding,
willingness to respond, or satisfaction
in responding (motivation).

Valuing: The worth or value a person

attaches to a particular object,
phenomenon, or behavior. This
ranges from simple acceptance to the
more complex state of commitment.
Valuing is based on the
internalization of a set of specified
values, while clues to these values
are expressed in the learner's overt
behavior and are often identifiable.

Examples: Participates in
class discussions. Gives a
presentation. Questions new
ideals, concepts, models,
etc. in order to fully
understand them. Know the
safety rules and practice
them.
Key Words: answers,
assists, aids, complies,
conforms, discusses, greets,
helps, labels, performs,
presents, tells

Examples: Demonstrates
belief in the democratic
process. Is sensitive
towards individual and
cultural differences (value
diversity). Shows the ability
to solve problems. Proposes
a plan to social
improvement and follows
through with commitment.
Informs management on
matters that one feels
strongly about.
Key Words: appreciates,
cherish, treasure,
demonstrates, initiates,
invites, joins, justifies,

proposes, respect, shares

Organization: Organizes values into

priorities by contrasting different
values, resolving conflicts between
them, and creating an unique value
system. The emphasis is on
comparing, relating, and synthesizing
values.

Examples: Recognizes the

need for balance between
freedom and responsible
behavior. Explains the role
of systematic planning in
solving problems. Accepts
professional ethical
standards. Creates a life
plan in harmony with
abilities, interests, and
beliefs. Prioritizes time
effectively to meet the
needs of the organization,
family, and self.
Key Words: compares,
relates, synthesizes

Internalizes
Values(characterization): Has a
value system that controls their
behavior. The behavior is pervasive,
consistent, predictable, and most
important characteristic of the
learner. Instructional objectives are
concerned with the student's general
patterns of adjustment (personal,
social, emotional).

Examples: Shows selfreliance when working

independently. Cooperates
in group activities (displays
teamwork). Uses an
objective approach in
problem solving. Displays a
professional commitment to
ethical practice on a daily
basis. Revises judgments
and changes behavior in
light of new evidence.
Values people for what they
are, not how they look.

Key Words: acts,

discriminates, displays,
influences, modifies,
performs, qualifies,
questions, revises, serves,
solves, verifies

B l o o m ' s Ta x o n o m y : T h e
Ps y c h o m o t o r D o m a i n
The psychomotor domain (Simpson, 1972) includes physical movement,
coordination, and use of the motor-skill areas. Development of these skills
requires practice and is measured in terms of speed, precision, distance,
procedures, or techniques in execution. Thus, psychomotor skills rage from
manual tasks, such as digging a ditch or
washing a car, to more complex tasks, such as
operating a complex piece of machinery or
dancing.
The seven major categories are listed from the
simplest behavior to the most complex:

Category

Example and Key

Words (verbs)

Perception (awareness): The

ability to use sensory cues to
guide motor activity. This
ranges from sensory
stimulation, through cue
selection, to translation.

Examples: Detects non-verbal

communication cues. Estimate
where a ball will land after it is
thrown and then moving to the
correct location to catch the ball.
Adjusts heat of stove to correct
temperature by smell and taste of
food. Adjusts the height of the
forks on a forklift by comparing
where the forks are in relation to
the pallet.
Key Words: chooses, describes,
detects, differentiates,
distinguishes, identifies, isolates,
relates, selects.

Set: Readiness to act. It

includes mental, physical, and
emotional sets. These three
sets are dispositions that
predetermine a person's
response to different situations
(sometimes called mindsets).

Examples: Knows and acts upon

a sequence of steps in a
manufacturing process.
Recognize one's abilities and
limitations. Shows desire to learn
a new process (motivation).
NOTE: This subdivision of
Psychomotor is closely related
with the Responding to
phenomena subdivision of the
Affective domain.
Key Words: begins, displays,
explains, moves, proceeds,
reacts, shows, states, volunteers.

Guided Response: The early

stages in learning a complex
skill that includes imitation and
trial and error. Adequacy of
performance is achieved by
practicing.

Mechanism (basic
proficiency): This is the
intermediate stage in learning a
complex skill. Learned
responses have become
habitual and the movements
can be performed with some
confidence and proficiency.

Complex Overt Response

(Expert): The skillful
performance of motor acts that
involve complex movement
patterns. Proficiency is
indicated by a quick, accurate,
and highly coordinated
performance, requiring a
minimum of energy. This
category includes performing
without hesitation, and
automatic performance. For
example, players are often utter

Examples: Performs a
mathematical equation as
demonstrated. Follows
instructions to build a model.
Responds hand-signals of
instructor while learning to
operate a forklift.
Key Words: copies, traces,
follows, react, reproduce,
responds

Examples: Use a personal

computer. Repair a leaking faucet.
Drive a car.
Key Words: assembles,
calibrates, constructs, dismantles,
displays, fastens, fixes, grinds,
heats, manipulates, measures,
mends, mixes, organizes,
sketches.

Examples: Maneuvers a car into

a tight parallel parking spot.
Operates a computer quickly and
accurately. Displays competence
while playing the piano.
Key Words: assembles, builds,
calibrates, constructs, dismantles,
displays, fastens, fixes, grinds,
heats, manipulates, measures,
mends, mixes, organizes,
sketches.

sounds of satisfaction or
expletives as soon as they hit a
tennis ball or throw a football,
because they can tell by the
feel of the act what the result
will produce.

Adaptation: Skills are well

developed and the individual
can modify movement patterns
to fit special requirements.

NOTE: The Key Words are the

same as Mechanism, but will have
adverbs or adjectives that indicate
that the performance is quicker,
better, more accurate, etc.

Examples: Responds effectively

to unexpected experiences.
Modifies instruction to meet the
needs of the learners. Perform a
task with a machine that it was not
originally intended to do (machine
is not damaged and there is no
danger in performing the new
task).
Key Words: adapts, alters,
changes, rearranges, reorganizes,
revises, varies.

Origination: Creating new

movement patterns to fit a
particular situation or specific
problem. Learning outcomes
emphasize creativity based
upon highly developed skills.

Examples: Constructs a new

theory. Develops a new and
comprehensive training
programming. Creates a new
gymnastic routine.
Key Words: arranges, builds,
combines, composes, constructs,
creates, designs, initiate, makes,
originates.

Other Psychomotor Domain

Ta x o n o m i e s
As mentioned earlier, the committee did not produce a compilation for the
psychomotor domain model, but others have. The one discussed above is by
Simpson (1972). There are two other popular versions by Dave (1970) and
Harrow (1972):
Dave (1975):

Category

Imitation Observing
and patterning behavior
after someone else.
Performance may be of
low quality.

Manipulation Being
able to perform certain
actions by memory or
following instructions.

Precision Refining,
becoming more exact.
Performing a skill within a
high degree of precision

Example and Key Words (verbs)

Examples: Copying a work of art.

Performing a skill while observing a
demonstrator.
Key Words: copy, follow, mimic,
repeat, replicate, reproduce, trace

Examples: Being able to perform a

skill on one's own after taking lessons
or reading about it. Follows
instructions to build a model.
Key Words: act, build, execute,
perform

Examples: Working and reworking

something, so it will be just right.
Perform a skill or task without
assistance. Demonstrate a task to a
beginner.

Key Words: calibrate, demonstrate,

master, perfectionism

Articulation
Coordinating and adapting
a series of actions to
achieve harmony and
internal consistency.

Naturalization
Mastering a high level
performance until it
become second-nature or
natural, without needing to
think much about it.

Examples: Combining a series of skills

to produce a video that involves music,
drama, color, sound, etc. Combining a
series of skills or activities to meet a
novel requirement.
Key Words: adapt, constructs,
combine, creates, customize, modifies,
formulate

Examples: Maneuvers a car into a

tight parallel parking spot. Operates a
computer quickly and accurately.
Displays competence while playing the
piano. Michael Jordan playing
basketball or Nancy Lopez hitting a
golf ball.
Key Words: create, design, develop,
invent, manage, naturally

Harrow (1972):

Category

Example and Key Words (verbs)

Reflex Movements
Reactions that are not

Examples: instinctive response

learned, such as a involuntary

reaction

Fundamental Movements
Basic movements such as
walking, or grasping.

Perceptual Abilities
Response to stimuli such as
visual, auditory, kinesthetic,
or tactile discrimination.

Physical Abilities
(fitness) Stamina that
must be developed for further
development such as strength
and agility.

Skilled movements
Advanced learned movements
as one would find in sports or
acting.

Key Words: react, respond

Examples: perform a simple task

Key Words: grasp an object, throw
a ball, walk

Examples: track a moving object,

recognize a pattern
Key Words: catch a ball, draw or
write

Examples: gain strength, run a

marathon
Key Words: agility, endurance,
strength

Examples: Using an advanced

series of integrated movements,
perform a role in a stage play or
play in a set of series in a sports
game.
Key Words: adapt, constructs,
creates, modifies

Nondiscursive
communication Use

Examples: Express one's self by

effective body language, such

as gestures and facial
expressions.

using movements and gestures

Key Words: arrange, compose,
interpretation