Bloom’s Taxonomy: Three Learning Domains

1.Bloom’s Taxonomy-Cognitive Domain-(Intellect-Knowledge-Think)

An adjusted model of Bloom’s Taxonomy (1956) Cognitive Domain was produced by-Anderson & Krathwhol
in which the levels five and six (synthesis and evaluation) were inverted and all the levels became Verbs, suggesting that
learning is an active process Taxonomy for Learning ,Teaching, and Assessing: A Revision of Bloom’s Taxonomy of
Educational Objectives 2001). This is why you see different version of this Cognitive Domain model.

Cognitive Domain
Category or Level Behavior Example of activity to be Key words(verbs which
trained, or describe the activity to
Descriptions demonstration and be trained or measured
evidence to be measured at each level)
1.Remembering Recall or recognize Multiple-choice test, Arrange, define, label, list,
information recount facts or statistics, memorize, recognize,
recall a process ,rule, relate, reproduce, select,
definitions, quote law or state
procedure.
2.Understanding Understand meaning, re- Explain or interpret Explain, reiterate, reword,
state data in one’s own meaning from a given critique, classify,
words, interpret, scenario or statement, summarize, illustrate,
extrapolate, translate suggest treatment, reaction translate, review, report,
or metaphor discuss, rewrite, estimate,
interpret, theorize,
paraphrase, reference,
example
3.Applying Use or apply knowledge, Put a theory into practical Use, apply, discover,
put theory into practice, use effect, demonstrate, solve a manage, execute, solve,
knowledge in response to problem, manage an produce, implement,
real circumstances activity. construct, change, prepare,
conduct, perform, react,
respond, role-play
4.Analyzing Interpret elements, Identify constituent parts & Analyze, break down,
organizational principles, functions of a process or catalogue, compare,
structure, construction, concept, or de-construct a quantify, measure, test,
internal relation, ship, methodology or process, examine, experiment,
quality, reliability of making qualitative relate, graph, diagram, plot,
individual components assessment of element extrapolate, value, divide
relationships, values &
effects, measure
requirements or needs.
5.Evaluating Assess effectiveness of Review strategic option Review, justify, assess,
whole concepts, in relation plans in terms of efficacy present a case for, defend,
to values, outputs, efficacy, return on investment or report on, investigate,
viability, critical thinking cost-effectiveness, direct, appraise, argue,
strategic comparison and practicability, assess project- manage
review, judgment relating sustainability, perform a
to external criteria. SWOT analysis in relation to
alternatives, produce a
financial justification for a
proposition or venture,
calculated risk analysis with
recommendation and
justification.
6.Creating(synthesizing) Develop new unique Develop plans or Develop, plan, build, create,
structures, ideas, creative procedures, design design, organize, revise,
thinking, operations. solutions, integrate formulate, propose,
methods, resources, ideas, establish, assemble,
parts, create teams or new integrate, re-arrange,
approaches, write protocols modify
and contingencies.
2. Bloom’s taxonomy – affective domain – (emotions – attitude – ‘feel’)
Bloom’s taxonomy second domain, the Affective domain. Bloom’s theory advocates this structure and sequence for
developing attitude also now commonly expressed in the modern field of personal development as ‘beliefs’. As with
the other domains, the affective domain detail provides a framework for teaching, training assessing and evaluating the
effectiveness of training and lesson design and delivery, and also the retention by and affect upon the learner or trainee.

Affective Domain
Category or level Behavior Examples of experience, ‘keywords’ (verbs which
Descriptions or describe the activity to
Demonstration and be trained or measured
evidence to be measured at each level)
1. Receiving Open to experience, willing Listen to teacher or trainer, Ask, listen, focus, attend,
to hear take interest in session or take, part, discuss,
learning experience, take acknowledge, hear, be open
notes, turn up, make time to, retain, follow,
for learning experience, concentrate, read, to , feel
participate passively
2. Responding React and participate Participate actively in a React, respond, seek
actively group discussion, active clarification, interpret,
participation in activity, clarify, provide other
interest in outcomes, references and examples,
enthusiasm for action, contribute, question,
question and probe ideas, present, cite, become
suggest interpretation animated or excited, team
help, write, perform
3. Valuing Attach values and express Decide worth and relevance Argue, challenge, debate,
personal opinions of ideas, experiences; refute, confront, justify,
accept or commit to persuade, criticize
particular stance or action
4. Organizing or Reconcile internal conflicts; Qualify and quantify Build, develop, formulate,
Conceptualizing develop value system personal views, state defend, modify, relate,
values personal position and prioritize, reconcile,
reason, state beliefs contrast, arrange, compare
5. Internalizing values Adopt belief system and Self reliant; behave Act, display, influence,
philosophy consistently with personal solve, practice
value set

3. Bloom’s Taxonomy – Psychomotor Domain – (physical – skill – ‘do’)

The psychomotor domain was established to address skills development relating to the physical dimensions of
accomplishing task. Because, ‘motor’ skills extent beyond the originally traditionally imagined manual and physical skills,
always consider using this domain, even if you think your environment is covered adequately by the cognitive and
affective domains. Whatever the situation, it is likely that the Psychomotor Domain is significant.

Dave’s Psychomotor Domain

Category or Level Behavior Descriptions Examples of ‘keywords’ (verbs
experience, or which describe the
Demonstration and activity to be trained
evidence to be or measured at each
measured level)
1. Imitation Copy action of another; Watch teacher or trainer Copy, follow, replicate,
observe and replicate and repeat action, repeat, adhere, attempt,
process or activity reproduce, organize,
sketch, duplicate
2. Manipulation Reproduce activity from Carry out task from re-create, build, perform,
instruction or memory written or verbal execute, implement,
instruction acquire, conduct, operate
3. Precision Execute skill reliably, Perform a task or activity Demonstrate, complete,
 independent of help, with expertise and to show, perfect, calibrate,
activity is quick, smooth, high quality without control, achieve,
and accurate assistance or instruction; accomplish, master,
able to demonstrate an refine
activity to other learners
4. Articulation Adapt and integrate Relate and combine Solve, adapt, combine,
expertise to satisfy a new associated activities to coordinate, revise,
context or task develop methods to meet integrate, develop,
varying, novel formulate, modify,
requirements master
5. Naturalization Instinctive, effortless, Define aim, approach and Construct, compose
unconscious mastery of strategy for use of create, design, specify,
activity and related skills activities to meet manage, invent, project-
and strategic level strategic need manage, originate