Bloom's Taxonomy of Learning Domains

The Three Types of Learning

Cognitive" mental s#ills (Knowledge) Affective" gro$th in feelings or emotional areas (Attitude) Psychomotor" man al or physical s#ills (Skills)

%ince the $or# $as prod ced by higher ed cation, the $ords tend to be a little bigger than $e normally se. &omains can be tho ght of as categories. Trainers often refer to these three categories as '%A ('no$ledge, %#ills, and Attit de). This ta(onomy of learning beha!iors can be tho ght of as )the goals of the learning process.* That is, after a learning episode, the learner sho ld ha!e ac+ ired ne$ s#ills, #no$ledge, and,or attit des. The committee also prod ced an elaborate compilation for the cogniti!e and affecti!e domains, b t none for the psychomotor domain. Their e(planation for this o!ersight $as that they ha!e little e(perience in teaching man al s#ills $ithin the college le!el (- g ess they ne!er tho ght to chec# $ith their sports or drama departments). This compilation di!ides the three domains into s bdi!isions, starting from the simplest beha!ior to the most comple(. The di!isions o tlined are not absol tes and there are other systems or hierarchies that ha!e been de!ised in the ed cational and training $orld. .o$e!er, Bloom/s ta(onomy is easily nderstood and is probably the most $idely applied one in se today.

Cognitive Domain
The cogniti!e domain (Bloom, 1956) in!ol!es #no$ledge and the de!elopment of intellect al s#ills. This incl des the recall or recognition of specific facts, proced ral patterns, and concepts that ser!e in the de!elopment of intellect al abilities and s#ills. There are si( major categories, $hich are listed in order belo$, starting from the simplest beha!ior to the most comple(. The categories can be tho ght of as degrees of diffic lties. That is, the first ones m st normally be mastered before the ne(t ones can ta#e place.

Category

Example and Key Words ver!s" Examples" 0ecite a policy. 1 ote prices from memory to a c stomer. 'no$s the safety r les. Key Words" defines, describes, identifies, #no$s, labels, lists, matches, names, o tlines, recalls, recogni2es, reprod ces, selects, states.

Kno#ledge" information.

0ecall

data

or

Examples" 0e$rites the principles of test $riting. 4(plain in one/s o$n $ords the steps for performing a comple( tas#. Comprehension" 3nderstand the Translates an e+ ation into a comp ter meaning, translation, interpolation, spreadsheet. and interpretation of instr ctions and problems. %tate a problem in Key Words" comprehends, con!erts, defends, disting ishes, estimates, e(plains, one/s o$n $ords. e(tends, generali2es, gi!es an e(ample, infers, interprets, paraphrases, predicts, re$rites, s mmari2es, translates. Examples" 3se a man al to calc late an employee/s !acation time. Apply la$s of Application" 3se a concept in a statistics to e!al ate the reliability of a ne$ sit ation or nprompted se of $ritten test. an abstraction. Applies $hat $as Key Words" applies, changes, comp tes, learned in the classroom into no!el constr cts, demonstrates, disco!ers, sit ations in the $or# place. manip lates, modifies, operates, predicts, prepares, prod ces, relates, sho$s, sol!es, ses. Examples" Tro bleshoot a piece of e+ ipment by sing logical ded ction. 0ecogni2e logical fallacies in Analysis" %eparates material or reasoning. 5athers information from a concepts into component parts so department and selects the re+ ired tas#s for that its organi2ational str ct re may training. be nderstood. &isting ishes Key Words" analy2es, brea#s do$n, bet$een facts and inferences. compares, contrasts, diagrams, deconstr cts, differentiates, discriminates, disting ishes, identifies, ill strates, infers, o tlines, relates, selects, separates. $ynthesis" B ilds a str ct re or Examples" 7rite a company operations or pattern from di!erse elements. 6 t process man al. &esign a machine to parts together to form a $hole, $ith perform a specific tas#. -ntegrates training

from se!eral so rces to sol!e a problem. 0e!ises and process to impro!e the o tcome. emphasis on creating meaning or str ct re. a Key Words" categori2es, combines, ne$ compiles, composes, creates, de!ises, designs, e(plains, generates, modifies, organi2es, plans, rearranges, reconstr cts, relates, reorgani2es, re!ises, re$rites, s mmari2es, tells, $rites. Examples" %elect the most effecti!e sol tion. .ire the most + alified candidate. 4(plain and j stify a ne$ b dget. Eval%ation" 8a#e j dgments abo t Key Words" appraises, compares, the !al e of ideas or materials. concl des, contrasts, critici2es, criti+ es, defends, describes, discriminates, e!al ates, e(plains, interprets, j stifies, relates, s mmari2es, s pports.

Affective Domain
The affecti!e domain ('rath$ohl, Bloom, 8asia, 199:) incl des the manner in $hich $e deal $ith things emotionally, s ch as feelings, !al es, appreciation, enth siasms, moti!ations, and attit des. The fi!e major categories are listed from the simplest beha!ior to the most comple(" Category Example and Key Words ver!s" Examples" ;isten to others $ith respect. ;isten for and remember the name of ne$ly introd ced people.

&eceiving Phenomena" A$areness, $illingness to hear, selected attention. Key Words" as#s, chooses, describes, follo$s, gi!es, holds, identifies, locates, names, points to, selects, sits, erects, replies, ses. &esponding to Phenomena" Acti!e participation on the part of the learners. Attends and reacts to a partic lar phenomenon. ;earning o tcomes may emphasi2e compliance in responding, $illingness to respond, or satisfaction in responding (moti!ation). Examples" 6articipates in class disc ssions. 5i!es a presentation. 1 estions ne$ ideals, concepts, models, etc. in order to f lly nderstand them. 'no$ the safety r les and practices them. Key Words" ans$ers, assists, aids, complies, conforms, disc sses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, $rites.

'al%ing" The $orth or !al e a person attaches to a partic lar object, phenomenon, or beha!ior. This ranges from simple acceptance to the more comple( state of commitment. <al ing is based on the internali2ation of a set of specified !al es, $hile cl es to these !al es are Key Words" completes, demonstrates, e(pressed in the learner/s o!ert differentiates, e(plains, follo$s, forms, initiates, in!ites, joins, j stifies, proposes, beha!ior and are often identifiable. reads, reports, selects, shares, st dies, $or#s.

Examples" &emonstrates belief in the democratic process. -s sensiti!e to$ards indi!id al and c lt ral differences (!al e di!ersity). %ho$s the ability to sol!e problems. 6roposes a plan to social impro!ement and follo$s thro gh $ith commitment. -nforms management on matters that one feels strongly abo t.

(rgani)ation" =rgani2es !al es into priorities by contrasting different !al es, resol!ing conflicts bet$een them, and creating an ni+ e !al e system. The emphasis is on comparing, relating, and synthesi2ing !al es. Key Words" adheres, alters, arranges, combines, compares, completes, defends, e(plains, form lates, generali2es, identifies, integrates, modifies, orders, organi2es, prepares, relates, synthesi2es.

Examples" 0ecogni2es the need for balance bet$een freedom and responsible beha!ior. Accepts responsibility for one/s beha!ior. 4(plains the role of systematic planning in sol!ing problems. Accepts professional ethical standards. >reates a life plan in harmony $ith abilities, interests, and beliefs. 6rioriti2es time effecti!ely to meet the needs of the organi2ation, family, and self.

*nternali)ing val%es (characteri2ation)" .as a !al e system that controls their beha!ior. The beha!ior is per!asi!e, consistent, predictable, and most importantly, characteristic of the learner. -nstr ctional objecti!es are concerned $ith the st dent/s general patterns of adj stment (personal, Key Words" acts, discriminates, displays, infl ences, listens, modifies, performs, social, emotional). practices, proposes, + alifies, + estions, re!ises, ser!es, sol!es, !erifies.

Examples" %ho$s self?reliance $hen $or#ing independently. >ooperates in gro p acti!ities (displays team$or#). 3ses an objecti!e approach in problem sol!ing. &isplays a professional commitment to ethical practice on a daily basis. 0e!ises j dgments and changes beha!ior in light of ne$ e!idence. <al es people for $hat they are, not ho$ they loo#.

Psychomotor Domain

The psychomotor domain (%impson, 199@) incl des physical mo!ement, coordination, and se of the motor?s#ill areas. &e!elopment of these s#ills re+ ires practice and is meas red in terms of speed, precision, distance, proced res, or techni+ es in e(ec tion. The se!en major categories are listed from the simplest beha!ior to the most comple(" Category Example and Key Words ver!s"

Examples" &etects non?!erbal comm nication c es. 4stimate $here a ball $ill land after it is thro$n and then mo!ing to the correct location to catch Perception" The ability to se sensory the ball. Adj sts heat of sto!e to correct c es to g ide motor acti!ity. This temperat re by smell and taste of food. ranges from sensory stim lation, Adj sts the height of the for#s on a for#lift by comparing $here the for#s are thro gh c e selection, to translation. in relation to the pallet. Key Words" chooses, describes, detects, differentiates, disting ishes, identifies, isolates, relates, selects. Examples" 'no$s and acts pon a se+ ence of steps in a man fact ring process. 0ecogni2e one/s abilities and limitations. %ho$s desire to learn a ne$ process (moti!ation). A=T4" This s bdi!ision of 6sychomotor is closely related $ith the )0esponding to phenomena* s bdi!ision of the Affecti!e domain. Key Words" begins, displays, e(plains, mo!es, proceeds, reacts, sho$s, states, !ol nteers. Examples" 6erforms a mathematical e+ ation as demonstrated. Bollo$s instr ctions to b ild a model. 0esponds hand?signals of instr ctor $hile learning to operate a for#lift.

$et" 0eadiness to act. -t incl des mental, physical, and emotional sets. These three sets are dispositions that predetermine a person/s response to different sit ations (sometimes called mindsets).

+%ided &esponse" The early stages in learning a comple( s#ill that incl des imitation and trial and error. Ade+ acy of performance is achie!ed by practicing. Key Words" copies, traces, follo$s, react, reprod ce, responds ,echanism" This is the intermediate stage in learning a comple( s#ill. ;earned responses ha!e become habit al and the mo!ements can be performed $ith some confidence and proficiency. Examples" 3se a personal comp ter. 0epair a lea#ing fa cet. &ri!e a car. Key Words" assembles, calibrates, constr cts, dismantles, displays, fastens,

fi(es, grinds, heats, manip lates, meas res, mends, mi(es, organi2es, s#etches. Complex (vert &esponse" The s#illf l performance of motor acts that in!ol!e comple( mo!ement patterns. 6roficiency is indicated by a + ic#, acc rate, and highly coordinated performance, re+ iring a minim m of energy. This category incl des performing $itho t hesitation, and a tomatic performance. Bor e(ample, players are often tter so nds of satisfaction or e(pleti!es as soon as they hit a tennis ball or thro$ a football, beca se they can tell by the feel of the act $hat the res lt $ill prod ce. Examples" 8ane !ers a car into a tight parallel par#ing spot. =perates a comp ter + ic#ly and acc rately. &isplays competence $hile playing the piano. Key Words" assembles, b ilds, calibrates, constr cts, dismantles, displays, fastens, fi(es, grinds, heats, manip lates, meas res, mends, mi(es, organi2es, s#etches. A=T4" The 'ey 7ords are the same as 8echanism, b t $ill ha!e ad!erbs or adjecti!es that indicate that the performance is + ic#er, better, more acc rate, etc.

Examples" 0esponds effecti!ely to ne(pected e(periences. 8odifies instr ction to meet the needs of the Adaptation" %#ills are $ell de!eloped learners. 6erform a tas# $ith a machine and the indi!id al can modify that it $as not originally intended to do mo!ement patterns to fit special (machine is not damaged and there is no re+ irements. danger in performing the ne$ tas#). Key Words" adapts, alters, changes, rearranges, reorgani2es, re!ises, !aries. Examples" >onstr cts a ne$ theory. (rigination" >reating ne$ mo!ement &e!elops a ne$ and comprehensi!e patterns to fit a partic lar sit ation or training programming. >reates a ne$ specific problem. ;earning o tcomes gymnastic ro tine. emphasi2e creati!ity based pon Key Words" arranges, b ilds, combines, highly de!eloped s#ills. composes, constr cts, creates, designs, initiate, ma#es, originates.