http://oregonstate.

edu/instruct/coursedev/models/id/taxonomy/printabl
e_examples.htm

Taxonomy Table Examples

Examples taken from OSU Extended Campus distance courses and adapted from A Taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Lorin W. Andersin, David
R. Krathwohl; et al. 2001 Addison Wesley Longman, Inc.

Factual Knowledge
The basic elements students must know to be acquainted with a discipline or solve problems in it.
Conceptual Knowledge
The interrelationships among the basic elements within a larger structure that enable them to function
together.
Procedural Knowledge
How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.
Meta-cognitive Knowledge
Knowledge of cognition in general as well as awareness and knowledge of one's own cognition.
Remember
Retrieve relevant knowledge from long-term memory.
Understand
Construct meaning from instructional messages, including oral, written,and graphic communication.
Apply
Carry out or use a procedure in a given situation
Analyze
Break material into constituent parts and determine how parts relate to one another and to an overall
structure or purpose.
Evaluate
Make judgements based on criteria and standards.
Create
Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or
structure.
Achieve
Students will achieve a level of understanding regarding their personal lifestyles and how the choices they
make in their own lives change the environment.
Action
Apply concepts learned in class to implement a recycling program.
Actualize
Engage in activism on behalf of social justice for women.
Appropriate Use
Use the Science of Foods terminology in relation to discussing foods or food products.
Assess
Given a set of occurances, students will be able to conclude which outcome is most likely.
Calculate
Devise and put into use, a method of counting votes in an election.
Classify
Understand fund raising and grant-making as function of the donor/beneficiary relationship and to apply
theoretical principles to the act of fund raising.
Combine
Students will be able to combine healthy ingredients into an entire meal.
Compose
Given a set of guidelines, students will be able to compose poetry which follows the contraints set out.
Conclude
Students will be able to draw conclusions based on their knowledge of how a system works.
Construct
Complete a theme-based or place-based historical historical reconstruction of a topic or site.
Describe
Describe the history (and pre-history) of wildland fire.
Differentiate
Differentiate between the terms gender and sex and understand the differences.
Execute
As a result of this class, students will be able to execute and demonstrate to others, complex conservation
techniques in their own area.
 Experiment
Use the chemistry and composition of foods to explain how it relates to the quality of a food product.
Explain
Explain why an understanding of wildland fire ecology is important.
Interpret
Consider the connection between structure of the landscape and function of ecosystems within that
landscape.
List
To identify the names, professional identities, and ideas of two or three of the major western sexologists
Order
Students will be able to place important events in the order in which they happened.
Plan
Students will make personal and professional decisions regarding their own participation with non-profit
organizations, third sector professions, citizen leadership, voluntary action, philanthropic studies and
research, graduate education, volunteering and gifting and other philanthropic activities.
Predict
Predict the future of political activism among certain demographic groups in the United States
Rank
Students will be able to rank current political issues on how they feel emphasis should be placed.
Summarize
Summarize an article, speech or book in the students own words.
Tabulate
Students will be able to demonstrate knowledge of each step a bill takes on its way through the legislative
system.

This is a revised version of Benjamin Bloom's work with the addition of the Psychomotor Domain as
developed by Anita Harrow [1972]. Dr. Bloom's intent was to develop a classification framework for
writing educational objectives. The questions and examples were added by Tom Allen to make the
Taxonomy more useful for beginning teachers as a tool to facilitate appropriate questioning.

COGNITIVE DOMAIN:

1. Knowledge: recognize or recall information.

Q: What is the capital of Maine? Who wrote "Hamlet?"

Words typically used: define, recall, recognize, remember, who, what, where, when.

2. Comprehension: demonstrate that the student has sufficient understanding to organize and
arrange material mentally.

Q: What do you think Hamlet meant when he said, "to be or not to be, that is the question?"
(Rosenshine, among others, would argue that one of the best ways to teach is to teach pupils
how to ask their own questions about the topic under consideration.)

Words typically used: describe, compare, contrast, rephrase, put in your own words, explain
the main idea.

3. Application: a question that asks a student to apply previously learned information to reach
an answer. Solving math word problems is an example.

Q: According to our definition of socialism, which of the following nations would be

considered to be socialist?

Words typically used: apply, classify, use, choose, employ,write and example, solve, how
many, which, what is.
 4. Analysis: higher order questions that require students to think critically and in depth.
[Unless students can be brought to the higher levels of analysis, synthesis, and evaluation, it
is unlikely that transfer will take place, i.e., this is stuff I can use rather than this is just more
dumb school stuff that I can forget after I take the test. If teachers don't ask higher level
questions, it is unlikely that most students will transfer school work to real life. They may not
even be able to apply it to school situations other than the one in which it was "learned."
E.g., we "know" that students know more than scores on the CAP Test or SAT would
suggest.] In analysis questions, students are asked to engage in three kinds of cognitive
processes:
1. identify the motives, reasons, and/or causes for aspecific occurrence (Q: Why was
Israel selected as the site for the Jewish nation?),
2. consider and analyze available information to reach a conclusion, inference, or
generalization based on this information (Q: After studying the French, American,
and Russian revolutions, what can you conclude about the causes of a revolution?),
or
3. Words typically used: identify motives/causes, draw conclusions, determine
evidence, support, analyze, why.
5. Synthesis: higher order question that asks the student to perform original and creative
thinking. Synthesis questions ask students to:
1. produce original communications. (Q: What's a good name for this invention? Write
a letter to the editor on a social issue of concern to you. Make a collage of pictures
and words that represents your beliefs and feelings about the issue.)
2. make predictions. (Q: How would the U.S.A. be different if the South had won the
Civil War? What would happen if school attendance was made optional? What is the
next likely development in popular music?)
3. solve problems--although analysis questions may also ask students to solve
problems, synthesis questions differ because they don't require a single correct
answer but, instead allow a variety of creative answers. (How could we determine
the number of pennies in a jar without counting them? How can we raise money for
our ecology project?

Words typically used in synthesis questions: predict, produce, write, design, develop,
synthesize, construct, how can we improve, what would happen if, can you devise,
how can we solve.

6. Evaluation: a higher level question that does not have a single correct answer. It requires
the student to judge the merit of an idea, a solution to a problem, or an aesthetic work. The
student may also be asked to offer an opinion on an issue. (Q: Do you think schools are too
easy? Is busing an appropriate remedy for desegregating schools? Do you think it is true that
"Americans never had it so good?" Which U.S. senator is the most effective? To answer
evaluation questions objective criteria or personal values must be applied. Some standard
must be used. differing standards are quite acceptable and they naturally result in different
answers. This type of question frequently is used to surface values or to cause students to
realize that not everyone sees things the same way. It can be used to start a class discussion.
It can also precede a follow-up analysis or synthesis question like, "Why?"

Affective Domain of the Taxonomy of Educational Objectives.

The Affective Domain addresses interests, attitudes, opinions, appreciations, values, and emotional
sets.
The original purpose of the Taxonomy of Educational Objectives was to provide a tool for classifying
instructional objectives. The Taxonomy is hierarchical (levels increase in difficulty/sophistication)
and cumulative (each level builds on and subsumes the ones below). The levels, in addition to
clarifying instructional objectives, may be used to provide a basis for questioning that ensures that
students progress to the highest level of understanding. If the teaching purpose is to change
attitudes/behavior rather than to transmit/process information, then the instruction should be
structured to progress through the levels of the Affective Domain:

1. Receiving. The student passively attends to particular phenomena or stimuli [classroom

activities, textbook,music, etc. The teacher's concern is that the student's attention is
focused. Intended outcomes include the pupil's awareness that a thing exists. Sample
objectives: listens attentively, shows sensitivity to social problems. Behavioral terms: asks,
chooses, identifies, locates, points to, sits erect, etc.
2. Responding. The student actively participates. The pupil not only attends to the stimulus but
reacts in some way. Objectives: completes homework, obeys rules, participates in class
discussion, shows interest in subject, enjoys helping others, etc. Terms: answers, assists,
complies, discusses, helps, performs, practices, presents, reads, reports, writes,etc.
3. Valuing. The worth a student attaches to a particular object, phenomenon, or behavior.
Ranges from acceptance to commitment (e.g., assumes responsibility for the functioning of a
group). Attitudes and appreciation. Objectives: demonstrates belief in democratic processes,
appreciates the role of science in daily life, shows concern for others' welfare, demonstrates
a problem-solving approach, etc. Terms: differentiates, explains, initiates, justifies, proposes,
shares, etc.
4. Organization. Bringing together different values, resolving conflicts among them, and
starting to build an internally consistent value system--comparing, relating and synthesizing
values and developing a philosophy of life. Objectives: recognizes the need for balance
between freedom and responsibility in a democracy, understands the role of systematic
planning in solving problems, accepts responsibility for own behavior, etc. Terms: Arranges,
combines, compares, generalizes, integrates, modifies, organizes, synthesizes, etc.
5. Characterization by a Value or Value Complex. At this level, the person has held a value
system that hascontrolled his behavior for a sufficiently long time that acharacteristic "life
style" has been developed. Behavior ispervasive, consistent and predictable. Objectives are
concernedwith personal, social, and emotional adjustment: displays self reliance in working
independently, cooperates in groupactivities, maintains good health habits, etc. Terms:

PSYCHOMOTOR DOMAIN of Educational Objectives.

Instructional objectives and derived questions/tasks typically have cognitive/affective elements, but
the focus is on motorskill development. The suggested areas for use are speechdevelopment,
reading readiness, handwriting, and physical educa‚tion. Other areas include manipulative skills
required inbusiness training [e.g., keyboarding], industrial technology, andperformance areas in
science, art and music. American educationhas tended to emphasize cognitive development at the
expense ofaffective and psychomotor development. The well©rounded and fully functioning person
needs development in all three domains. In the psychomotor domain, performance may take the
place ofquestioning strategies in many cases.

1. Reflex movements. Segmental, intersegmental, and suprasegmental reflexes.

 2. Basic-fundamental movements. Locomotor movements, nonlocomotor movements,
manipulative movements.
3. Perceptual abilities. Kinesthetic, visual, auditory and tactile discrimination and coordinated
abilities.
4. Physical abilities. Endurance, strength, flexibility, and agility.
5. Skilled movements. Simple, compound, and complex adaptive skills.
6. Nondiscursive communication. Expressive andinterpretive movement.

Sample general objectives: writes smoothly and legibly; accurately reproduces a picture, map,
etc.; operates a [machine] skillfully; plays the piano skillfully; demonstrates correct
swimming form; drives an automobile skillfully; creates a new way of performing [creative
dance]; etc.

Behavioral terms: assembles, builds, composes, fastens, grips, hammers, makes, manipulates,
paints, sharpens, sketches, uses, etc. [See Anita Harrow, 1972, for more detail on the
psychomotor domain.]

Your continued donations keep Wikipedia running!

http://teaching.uncc.edu/resources/best-practice-articles/goals-objectives/blooms-taxonomy

Table 2: Bloom's Taxonomy of Educational Objectives for Skills-Based Goals

Level of Example of Measurable

Description of Level
Expertise Student Outcome

Some of the colored samples you see will need

Uses sensory cues to guide dilution before you take their spectra. Using only
Perception
actions observation, how will you decide which solutions
might need to be diluted?

Demonstrates a readiness
Describe how you would go about taking the
Set to take action to perform
absorbance spectra of a sample of pigments?
the task or objective

Knows steps required to

Guided Determine the density of a group of sample metals
complete the task or
Response with regular and irregular shapes.
objective

Performs task or objective

Using the procedure described below, determine
in a somewhat confident,
Mechanism the quantity of copper in your unknown ore.
proficient, and habitual
Report its mean value and standard deviation.
manner
Complex Performs task or objective
Use titration to determine the Ka for an unknown
Overt in a confident, proficient,
weak acid.
Response and habitual manner

You are performing titrations on a series of

Performs task or objective
unknown acids and find a variety of problems with
as above, but can also
the resulting curves, e.g., only 3.0 ml of base is
Adaptation modify actions to account
required for one acid while 75.0 ml is required in
for new or problematic
another. What can you do to get valid data for all
situations
the unknown acids?

Recall your plating and etching experiences with

Creates new tasks or an aluminum substrate. Choose a different metal
Organization objectives incorporating substrate and design a process to plate, mask, and
learned ones etch so that a pattern of 4 different metals is
created.

Table 3: Bloom's Taxonomy of Educational Objectives for Affective Goals

Example of Measurable
Level of Expertise Description of Level
Student Outcome

When I'm in class I am attentive

Demonstrates a willingness to to the instructor, take notes,
Receiving
participate in the activity etc. I do not read the
newspaper instead.

Shows interest in the objects,

I complete my homework and
Responding phenomena, or activity by seeking it
participate in class discussions.
out or pursuing it for pleasure

Internalizes an appreciation for

I seek out information in popular
Valuing (values) the objectives, phenomena,
media related to my class.
or activity

Begins to compare different values, Some of the ideas I've learned

and resolves conflicts between them in my class differ from my
Organization
to form an internally consistent previous beliefs. How do I
system of values resolve this?

Characterization by a Adopts a long-term value system I've decided to take my family

Value or Value that is "pervasive, consistent, and on a vacation to visit some of
Complex predictable" the places I learned about in my
class.

http://www.answers.com/topic/taxonomy-of-educational-objectives

The Affective Domain

In addition to devising the cognitive taxonomy, the Bloom group later grappled with a
taxonomy of the affective domain - objectives concerned with interests, attitudes, adjustment,
appreciation, and values. This taxonomy consisted of five categories arranged in order of
increased internalization. Like the cognitive taxonomy, it assumed that learning at the lower
category was prerequisite to the attainment of the next higher one. Here is an overview of the
categories:

 1.0. Receiving (Attending)

 1.1. Awareness
 1.2. Willingness to receive
 1.3. Controlled or selected attention
 2.0. Responding
 2.1. Acquiescence in responding
 2.2. Willingness to respond
 2.3. Satisfaction in response
 3.0. Valuing
 3.1. Acceptance of a value
 3.2. Preference for a value
 3.3. Commitment
 4.0. Organization
 4.1. Conceptualization of a value
 4.2. Organization of a value system
 5.0. Characterization by a value or value complex
 5.1. Generalized set
 5.2. Characterization

In addition, Elizabeth Simpson, Ravindrakumar Dave, and Anita Harrow developed

taxonomies of the psychomotor domain.

Revision of the Taxonomy

A forty-year retrospective of the impact of the Cognitive Taxonomy by Lorin Anderson and
Lauren Sosniak in 1994 (dating back to its preliminary edition in 1954) resulted in renewed
consideration of a revision, prior efforts having failed to come to fruition. In 1995, Anderson
and Krathwohl co-chaired a group to explore this possibility, and the group agreed on
guidelines for attempting a revision. Like the original group, they met twice yearly, and in
2001 they produced A Taxonomy for Learning, Teaching and Assessing: A Revision of
Bloom's Taxonomy of Educational Objectives, hereinafter referred to as the revision. Whereas
the original was unidimensional, the revision had two dimensions, based on the two parts of
objectives: (1) nouns describing the content (knowledge) to be learned, and (2) verbs
describing what students will learn to do with that content; that is, the processes they use in
producing or working with knowledge.

The Knowledge dimension. The Knowledge category of the original cognitive taxonomy
included both a content aspect and the action aspect of remembering. These were separated in
the revision, so that the content aspect (the nouns) became its own dimension with four
categories:

 A. Factual Knowledge (the basic elements students must know to be acquainted with
a discipline or solve problems in it)
 a. Knowledge of terminology
 b. Knowledge of specific details and elements
 B. Conceptual Knowledge (the interrelationships among the basic elements within a
larger structure that enable them to function together)
 a. Knowledge of classifications and categories
 b. Knowledge of principles and generalizations
 c. Knowledge of theories, models, and structures
 C. Procedural Knowledge (how to do something, including methods of inquiry and
criteria for using skills, algorithms, techniques, and methods)
 a. Knowledge of subject-specific skills and algorithms
 b. Knowledge of subject-specific techniques and methods
 c. Knowledge of criteria for determining when to use appropriate procedures
 D. Metacognitive Knowledge (knowledge of cognition in general, as well as
awareness and knowledge of one's own cognition)
 a. Strategic knowledge
 b. Knowledge about cognitive tasks, including appropriate contextual and conditional
knowledge
 c. Self-knowledge

The Process dimension. In the revision, the concepts of the six original categories were
retained but changed to verbs for the second (process) dimension. The action aspect of
Knowledge was retitled as Remember. Comprehension became Understand. Synthesis,
replaced by Create, became the top category. Subcategories, all new, consisted of verbs in
gerund form. In overview, the dimension's categories are:

 1.0. Remember (retrieving relevant knowledge from long-term memory)

 1.1. Recognizing
 1.2. Recalling
 2.0. Understand (determining the meaning of instructional messages, including oral,
written, and graphic communication
 2.1. Interpreting
 2.2. Exemplifying
 2.3. Classifying
 2.4. Summarizing
 2.5. Inferring
 2.6. Comparing
 2.7. Explaining
 3.0. Apply (carrying out or using a procedure in a given situation)
  3.1. Executing
 3.2. Implementing
 4.0. Analyze (breaking material into its constituent parts and detecting how the parts
relate to one another and to an overall structure or purpose)
 4.1. Differentiating
 4.2. Organizing
 4.3. Attributing
 5.0. Evaluate (making judgments based on criteria and standards
 5.1. Checking
 5.2. Critiquing
 6.0. Create (putting elements together to form a novel, coherent whole or make an
original product)
 6.1. Generating
 6.2. Planning
 6.3. Producing

The Taxonomy Table

With these two dimensions one can construct a taxonomy table in which one can locate the
junction of the classifications of an objective's verb and noun. Consider the objective: "The
student should be able to recognize the facts and/or assumptions that are essential to an
argument." The opening phrase, "The student should be able to," is common to objectives - it
is the unique part of the objective that we classify. The verb is "recognize" and the noun is
really a noun clause: "the facts and assumptions that are essential to an argument."

First, it is determined what is meant by "recognize." Initially, the term appears to belong to
the category Remember because recognizing is Remember's first subcategory. But
recognizing, the subcategory, refers to something learned before, which is not its meaning
here. Here, it means that, on analyzing the logic of the argument, the student teases out the
facts and assumptions on which the argument depends. The correct classification is Analyze.

The noun clause, "the facts or assumptions