RANAH-RANAH TAXONOMY

(Compiled by B. Yasin, 2008: Adopted from Bloom, 1984; Simpson, 1972)

RANAH TAXONOMI TUJUAN KOGNITIF

Level of
Description Illustration Key Words
Taxonomy

Knowledge Recall data or fact or idea or Mention the main idea • mentions
information from the passage/article. • defines
CI • describes
• identifies
• knows
• labels
• lists
• matches
• reproduces
• selects
• states
• recall
Comprehension Understand the meaning, Rewrite the idea and/or • comprehends
translation, interpolation, facts in the given passage. • distinguishes
C2 interpretation of supporting Explain in one’s own • explains
ideas. Paraphrase a words the plot of the • generalizes
paragraph in one’s own story and characters in • gives samples
• converts
words. the passage.
• defends
• infers
• interprets
• paraphrase
• predicts
• rewrites
• summarizes
• translates
• compare
Application Use a concept in a new Use the model paragraph, • applies
situation. Applies what was words, and/or • changes
C3 learned in the classroom expressions to write a • constructs
into novel situations, at new paragraph. Apply • demonstrates
home and/or in certain grammatical forms to • discovers
• manipulates
environment. construct sentences.
• modifies
• prepares
• produces
• relates
• shows
• uses
Analysis Breaks down a paragraph Troubleshoot a sentence • analyzes
into sentences so that its of a paragraph by using • breaks down
C4 sentence patterns may be logical sequence. • compares
understood. Distinguishes Identifies logical sequence • contrasts
between present and past in reasoning. • deconstructs
• differentiates
simple, and present perfect

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 tenses. • discriminates
• distinguishes
• identifies
• illustrates
• infers
• outlines
• relates
• selects
• separates
Synthesis Builds a sentence pattern Compose a short • composes
from diverse tenses. Put paragraph. Create an idea • writes
C5 logical part of speech to construct a topic • uses
together to form a whole sentence. Use vocabulary • categorizes
sentence, with emphasis on from other sources to • combines
• compiles
creating a new meaning or solve the problem of
• creates
sentence structure. diction.
• devises
• designs
• explains
• generates
• modifies
• organizes
• tells
• rearranges
• revises
• reconstructs
• builds
• relates
• plans
• rewrites
• summarizes
• constructs
Evaluation Make judgment about the Select the most valuable • appraises
value of ideas or materials or behavior or attitude of • concludes
C6 behavior characters in the given • criticizes
passage. Describe and • compares
justify such precious • defends
• explains
manners to others
• justifies
• relates
• supports
• interprets
• describes
• discriminates
• evaluates
• summarizes
• contrasts

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RANAH TAXONOMI TUJUAN PSIKOMOTOR
Level of
Description Illustration Key Words
Taxonomy

The ability to use sensory 1. Detects non-verbal • Chooses

cues to guide motor communication cues. • isolates
activity. This ranges from 2. Estimates what the • detects
meaning the participle • catch (meaning)
sensory stimulation ,
verbs after inserting into • differentiates
through cues selection, to an incomplete sentence distinguishes
translation and then check the correct • describes
grammatical form to • identifies
Perception complete the sentence. • relates
3. Adjusts the tenses of a • selects
P1 sentence to correct the
• estimates
precise meaning by sense
• adjusts
and knowledge of
• checks
grammar.
4. Identifies the level of • inserts
sentences on a grammar
book by comparing where
the sentences are in
relation to the context a
the paragraph.
Readiness to act. It includes 1. Knows and writes upon a • begins
mental, physical, and sequence of steps in a • displays
emotional sets. These three paragraph development • explains
process. • moves
sets are dispositions that
2. Recognizes one’s abilities • Proceeds
Set predetermine a person’s and limitations. • Reracts
response to different 3. Shows desire to learn a
P2 • shows
situations (sometime called new process (motivation). • states
mindsets). NOTE: This category is
• volunteers
closely related with the
• writes
“Responding to
phenomena” of the
Affective domain.
The early stages in learning 1. Performs sets of a • copies
Guided a complex skill that includes dialogue as demonstrated. • traces
imitation and trial and 2. Follows instructions to • follows
Response
build a scenario. • reacts
error. Adequacy of
3. Respond hand-signals of • reproduces
P3 performance is achieved by instructor while learning • responds
practicing. to do action. • performs
This is the intermediate 1. Use dictionaries • assembles
stage in learning a complex 2. Construct some simple • calibrates
skill. Learned responses sentences • constructs
Mechanism
3. Expresses thought to • dismantles
have become habitual and
others • displays
P4 the movements can be
• fastens
performed with some
• fixes
confidence and proficiency.
• expresses

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 • makes
• uses
• grinds
• heats
• manipulates
• measures
• mends
• mixes
• organizes
• sketches
The skillful performance of 1. Consults an advanced • assembles
motor acts that involves dictionary for proper • builds
complex movement diction. • organizes
2. Manipulates a sentence • calibrates
patterns. Proficiency is
quickly and accurately. • constructs
indicated by a quick, 3. Displays competence • dismantles
accurate, and highly while listening to teacher. • displays
coordinated performance,
• fastens
requiring a minimum of • fixes
energy. This category • grinds
includes performing • heats
Complex Overt
without hesitation, and • manipulates
Response
automatic performance. • measures
P5 For example, players are • mends
often utter sounds of • mixes
satisfaction or expletives as • sketches.
soon as they hit a tennis
NOTE: They key Words
ball or throw a football, are the same as
because they can tell by Mechanism, but will
the feel of the act what the have adverbs or
result will produce. adjectives that indicate
that the performance is
quicker, better, more
accurate, etc.

Skills are well developed 1. Responds effectively to • adapts

and the individual can unexpected experiences. • alters
modify movement patterns 2. Modifies instruction to • changes
Adaptation meet the needs of the • rearranges
to fit special requirements.
learners. • reorganizes
P6 3. Performs a task (dialogue) • revises
with a scenario that it was • varies
not originally intended to • performs
do.
• responds
• modifies
Creating new movement 1. Constructs a new • arranges
patterns to fit a particular paragraph essay • builds
Origination situation or specific 2. Develops a new and • combines
comprehensive teaching- • composes
problem. Learning
P7 learning program • constructs
outcomes emphasize 3. Creates a new scenario of • creates
creativity based upon dialogue activity in • designs
regular class. • initiates

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 highly developed skills. • makes
• originates
• develops
RANAH TAXONOMI TUJUAN AFEKTIF
Level of
Description Illustration Key Words
Taxonomy

Awareness, willingness to 1. Listen to others with • asks

hear, selected attention respect. • replies
2. Listen for and pay attention • sits
to the work of others • holds
Receiving • gives
Phenomena • identifies
• uses
A1 • follows
• describes
• locates
• names
• points to
• selects
Active participation on the 1. Participates in class • discusses
part of the learners. Attends discussions. • greets
and reacts to a particular 2. Give a presentation. • performs
3. Questions new ideas, • labels
phenomenon. Learning
concepts, models, etc. in • recites
outcomes may emphasize order to fully understand • writes
compliance in responding, them. • tells
Responding to willingness to respond, or 4. Know the correct and • selects
Phenomena satisfaction in responding appropriate grammatical • conforms
(motivation). rules, styles and practices
• answers
A2 them
• assists
• helps
• compiles
• practices
• reports
• presents
• reads
• aids
The worth or value a person 1. Demonstrates belief in the • Differentiates
attaches to a particular democratic process within • demonstrates
object, phenomenon, or group or peer discussion. • reports
2. Be sensitive towards • selects
behavior. This ranges from
individual and cultural • completes
simple acceptance to a more differences (value • explains
Valuing complex state of diversity). • follows
commitment. Valuing is 3. Show the ability to solve • forms
A3 based on the internalization problems.
• initiates
of a set of specified values, 4. Proposes a plan to group
• invites
while clues to these values improvement and follows
• joints
through with commitment.
are expressed in the • justifies
5. Informs teachers on
learners’ overt behavior and matters that one feels • proposes
are often identifiable. strongly and/or weakly • reads
about. • shares

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 • studies
• works
Organizes values into 1. Recognizes the need for • organizes
priorities by contrasting balance between freedom • combines
different values, resolving and responsible behavior. • adheres
2. Accepts responsibility for • arranges
conflict between them, and
one’s behavior. • alters
creating a unique value 3. Explain the role of • compares
system. The emphasis is on systematic group or peer • defends
Organization comparing, relating, and work in solving problem. • completes
synthesizing values. 4. Accepts educational • explains
A4 competency standards.
• generalizes
5. Create a group/peer work
• formulates
plan in harmony with
• identifies
abilities, interests, and
beliefs. • integrates
6. Prioritizes time effectively • modifies
to meet the needs of the • orders
studies, group/peer, and • prepares
self. • relates.
Has a value system that 1. Shows self-reliance when • displays
controls their behavior. The working independently. • acts
behavior is pervasive, 2. Cooperates in group • discriminates
activities (display • verifies
consistent, predictable, and
teamwork). • questions
most importantly 3. Uses an objective
Internalizing • revises
characteristic of the learner. approach in problem
values • listens
Instructional objectives are solving.
(characterization) • influences
concerned with the 4. Displays an excellent • performs
students’ general patterns of commitment to ethical
A5 • practices
adjustment (personal, social, practice on a daily basis.
• qualifies
5. Revises judgments and
emotional). • serves
changes behavior in light
of new evidence. • solves
6. Values people for what • proposes
they are, not how they • modifies
look.