Blooms

Taxonomy
of
Learning
Domains
TunkuAbdulRahmanCollege

CompiledbyDepartmentofQualityAssurance,TunkuAbdul
RahmanCollege,KualaLumpur.

Forinternalcirculationonly.TunkuAbdulRahmanCollege.Allrightsreserved.

INTRODUCTION

There is more than one type of learning. A committee of colleges, led by

BenjaminBloom(1956),identifiedthreedomainsofeducationalactivities:

I.

Cognitive:mentalskills(Knowledge)

II.

Psychomotor:manualorphysicalskills(Skills)

III. Affective:feelingsoremotionalskills(Attitude)

The three domains are divided into subdivisions, starting from the simplest
behaviourtothemostcomplex.Thedivisionsoutlinedarenotabsolutesand
there are other systems or hierarchies that have been devised in the
educational and training world. However, Blooms taxonomy is easily
understoodandisprobablythemostwidelyappliedoneinusetoday.

ThiscompilationofBloomsTaxonomyofLearningDomainsissourcedfrom
thefollowingsources:

British Columbia Institute of Technology. (1996). Writing learning

outcomes.RetrievedMay20,2010,fromhttp://www.lru.bcit.ca

Clark, D. R. (2004).Blooms taxonomyof learning domains. Retrieved May

20,2010,fromhttp://www.nwlink.com/~donclark/hrd/bloom.html

UniversitiPutraMalaysia.(nd).Putrasatria.Serdang:UPM.

Thetableonpages3to19showsamplesofactionverbsthatcouldbeused
for learning outcomes in different domains and categories. The action verbs
listed are not exhaustive and exclusive. The action verbs can be used
interchangeablyindifferentdomainsandcategoriesdependingonthesubject
matter.

I.

COGNITIVEDOMAIN

The cognitive domain (Bloom, 1956) involves knowledge and the

development of intellectual skills. This includes the recall or recognition of
specificfacts,proceduralpatternsandconceptsthatserveinthedevelopment
ofintellectualabilitiesandskills.TheSIXmajorcategoriesinthisdomainare
listedfromthesimplestbehaviourtothemostcomplex.

C1. KNOWLEDGE:Recalldataorinformation.

SkillsInvolved
Observationand

ActionVerbs
Count Point

recallofinformation Define
Knowledgeofdates, Describe
events,places
Draw
Knowledgeofmajor

ideas
Masteryofsubject

matter

Quote
Read
Recall

Duplicate

Recite

Find

Recognize

Identify

Record

Know

Repeat

Label

Reproduce

List

Relate

Locate

Select

Match

Sequence

Memorize

State

Name

Tell

Order

Write

Outline

etc.

Examples
Reciteapolicy
Quotepricesfrom

memorytoa
customer
Knowthesafetyrules

C2. COMPREHENSION:Understandthe meaning, translationinterpolation

and, interpretation of instructions and problems. State a problem in
onesownwords.

SkillsInvolved

ActionVerbs

Understanding

Associate

information

Calculate

Give
examples

Graspmeaning

Change

Identify

Translate

Compare

Illustrate

knowledgeintonew Comprehend Indicate

context
Interpret
Compute
Interpretfacts
Infer
Conclude
Compareor
Locate
Convert
contrastfacts
Match
Classify
Order,groupor
Paraphrase
Defend
infercauses
Demonstrate Predict
Predict
Relate
Describe
consequences
Discuss

Report

Distinguish

Restate

Estimate

Review

Example

Rewrite

Express

Select

Explain

Summarise

Extend

Transform

Extrapolate

Translate

Generalise

etc.

Examples
Rewritethe

principlesoftest
writing.
Explaininonesown

wordsthestepsfor
performinga
complextask.
Translatean

equationintoa
computer
spreadsheet.

C3. APPLICATION:Useaconceptinanewsituationorunprompteduseof
an abstraction. Apply what was learned in the classroom into novel
situations.

SkillsInvolved

ActionVerbs

Examples
Useamanualto

Useinformation

Add

Make

Usemethods,

Apply

Manipulate

conceptsortheories Adapt
innewsituations
Build
Solveproblems
Calculate
usingrequiredskills
Change
orknowledge
Choose

Modify
Operate
Paint
Predict
Practise

Classify

Prepare

Complete

Produce

Construct

Provide

Compute

Relate

Demonstrate Show
Discover

Sketch

Divide

Solve

Dramatize

Subtract

Examine

Translate

Graph

Use

Illustrate

Write

Interpolate

etc.

Interpret

calculatean
employeesvacation
time.
Applylawsof

statisticstoevaluate
thereliabilityofa
writtentest.

C4. ANALYSIS:Separatematerialsorconceptsintocomponentpartsso
thatitsorganisationalstructuremaybeunderstood.

SkillsInvolved

ActionVerbs

Seeingpatterns

Analyse

Divide

Organisationof

Appraise

Explain

Arrange

Examine

Attribute

Experiment

Breakdown

Identify

Calculate

Illustrate

Categorise

Infer

Classify

Inquire

Choose

Investigate

Contrast

List

Combine

Order

Compare

Organise

Criticise

Outline

Deconstruct

Pointout

Deduce

Probe

Design

Relate

Detect

Select

Develop

Separate

Diagram

Subdivide

parts
Recognitionof

hiddenmeaning
Identificationof

components

Differentiate Survey
Discriminate Utilise
etc.

Dissect
Distinguish

Examples
Troubleshootapiece

ofequipmentby
usinglogical
deduction
Recogniselogical

fallaciesin
reasoning.
Gatherinformation

fromadepartment
andselectthe
requiredtasksfor
training.

C5. SYNTHESIS: Build a structure or pattern from diverse elements. Put

parts together to form a whole, with emphasis on creating a new
meaningorstructure.
SkillsInvolved
Useoldideasto

createnewones

ActionVerbs
Arrange

Manage

Assemble

Modify

Examples
Writeacompany

operationorprocess
manual.

Generalisefromgiven Blend

Organise

Build

Originate

Categorise

Plan

Combine

Produce

Compare

Propose

Compile

Rearrange

Compose
Construct

Reconstruct Reviseandprocess
Relate
toimprovean
outcome.
Reorganise

Create

Report

Derive

Revise

Design

Rewrite

Develop

Roleplay

Devise

Schematize

Discuss

Specify

Explain

Summarise

Formulate

Support

Generate

Tell

Group

Transform

facts

Relateknowledge

fromseveralareas
Predictordraw

conclusions

Conceive

Hypothesize Write
etc.

Invent
Integrate

Designamachineto

performaspecific
task.
Integratetraining

fromseveralsources
tosolveaproblem

C6. EVALUATION:Makejudgementsaboutthevalueofideasormaterials.

SkillsInvolved

ActionVerbs
Appraise

Evaluate

discriminate
betweenideas

Argue

Grade

Assessvalueof

Arbitrate

Interpret

Assess

Judge

Attach

Justify

Choose

Measure

Compare

Predict

Conclude

Prioritise

Contrast

Rank

evidence

Convince

Rate

Recognise

Consider

Recommend

Criticise

Reject

Critique

Relate

Decide

Select

Defend

Summarise

Describe

Support

Determine

Test

Compareand

theoriesor
presentations
Makechoicesbased

onreasoned
argument
Verifyvalueof

subjectivity

Discriminate Weight
etc.

Estimate
Explain

Examples
Selectthemost

effectivesolution.
Hirethemost

qualifiedcandidate.
Explainandjustifya

newbudget.

II.

PSYCHOMOTORDOMAIN

Thepsychomotordomainincludesphysicalmovement,coordinationanduse
ofthemotorskillareas.Developmentoftheseskillsrequirespracticeandis
measuredintermsofspeed,precision,distance,proceduresortechniquesin
execution. The SEVEN major categories in this domain are listed from the
simplestbehaviourtothemostcomplex.

P1. PERCEPTION: The ability to use sensory cues to guide motor activity.
This ranges from sensory stimulation, through cue selection to
translation.

SkillsInvolved
Abilitytousesensory

cuestoguidemotor
activity.
Rangefromsensory

stimulation,through
cueselectionto
translation.

ActionVerbs
Choose

Examples
Detectnonverbal

communicationcues.

Describe

Estimatewhereaball

Detect

Identify

willlandafteritis
thrownandthen
movingtothecorrect
locationtocatchthe
ball.

Isolate

Adjustheatofstoveto

Differentiate
Distinguish
Hear

Listen
Observe

correcttemperatureby
smellandtasteoffood

Perceive

Adjusttheheightofthe

forksonaforkliftby
comparingwherethe
forksareinrelationto
thepallet.

Relate
See
Select
Sense
Smell
Taste
View
Watch
etc.
9

P2. SET: Readiness to act. It includes mental, physical and emotional sets.
Thesethreesetsaredispositionsthatpredetermineapersonsresponse
todifferentsituations(sometimescalledmindsets).

SkillsInvolved

ActionVerbs

Readinesstoact.

Achieveaposture

Skillsincludemental,

Assumeabodystance

physicaland
emotionalsets.These
threesetsare
dispositionsthat
determineapersons
responsetodifferent
situations(sometimes
calledmindsets).

Begin
Display
Establishabodyposition
Explain
Move
Placearms,hands,etc.
Positionthebody
Proceed
React
Show
Sit
Stand
State
Station
Volunteer
etc.

10

Examples
Knowandactupona

sequenceofstepsin
amanufacturing
process.
Recogniseones

abilitiesand
limitations.
Showdesiretolearn

anewprocess
(motivation).

P3. GUIDED RESPONSE: The early stages in learning complex skill that
includes imitation and, trial and error. Adequacy of performance is
achievedbypractising.

SkillsInvolved
Theearlystagesin

learningacomplex
skillthatinclude
imitationand,trial
anderror.
Adequacyof

performanceis
achievedby
practising.

ActionVerbs
Copy

Examples
Performa

mathematicalequation
asdemonstrated.

Duplicate
Follow

Followinstructionsto

Imitate
Manipulatewithguidance
Operateunder
supervision
Practice
React
Repeat
Reproduce
Respond
Trace
Try
etc.

11

buildamodel.
Respondtohand

signalsofinstructor
whilelearningto
operateaforklift.

P4. MECHANISM:Thisistheintermediatestageinlearningacomplexskill.
Learned responses have become habitual and the movements can be
performedwithsomeconfidenceandproficiency.

SkillsInvolved
Thisisthe

ActionVerbs
Assemble

Examples
Useapersonal

intermediatestagein Calibrate
computer.
learningacomplex
Completewithconfidence Repairaleaking
skill.
faucet.
Conduct
Learnedresponses
Driveacar.
Construct
becomehabitualand
themovementscan Demonstrate
Dismantle
beperformedwith
Display
confidenceand
proficiency.
Execute
Fasten
Fix
Grind
Heat
Improveefficiency
Increasespeed
Make
Manipulate
Measure
Mend
Mix
Organise
Pace
Produce
Showdexterity
Sketch
etc.

12

P5. COMPLEX OVERT RESPONSE: The skillful performance of motor acts

thatinvolvecomplexmovementpatterns.Proficiencyisindicatedbya
quick, accurate, and highly coordinated performance, requiring a
minimum of energy. This category includes performing without
hesitationandautomaticperformance.

SkillsInvolved
Theskilfulperformance

ofmotoractsthat
involvecomplex
movementpatterns.
Proficiencyisindicated

ActionVerbs
Acthabitually Heat
Advancewith Maintain
assurance
efficiency
Assemble

Manage

Build

Manipulate

byaquick,accurateand
Calibrate
highlycoordinated
performance,requiringa Construct
Control
minimumofenergy.
Direct
Thiscategoryincludes
Dismantle
performingwithout
hesitationandautomatic Display
performance.
Excel
Forexample,players

oftenuttersoundsof
satisfactionorexpletives
assoonastheyhita
tennisballorthrowa
football,becausethey
cantellbythefeelofthe
actwhatresultwill
produce.

Fasten

Master
Measure
Mend
Mix
Organise
Perfect
Perform
automatically
Proceed
Sketch

Fix
Grind

etc.

Guide

13

Examples
Manoeuvreacar

intoatight
parallelparking
spot.
Operatea

computer
quicklyand
accurately.
Display

competence
whileplayingthe
piano.

P6. ADAPTATION:Skillsarewelldevelopedandtheindividualcanmodify
movementpatternstofitspecialrequirements.

SkillsInvolved

ActionVerbs

Skillsarewell

Alter

Examples
Respondeffectivelyto

developedandthe
Adapt
individualcanmodify
Change
movementpatternsto
Rearrange
fitspecialrequirements.
Reorganize
Revise

unexpected
experiences.
Modifyinstructionto

meettheneedsofthe
learners.
Performataskwitha

Vary

machinethatisnot
originallyintendedto
do(machineisnot
damagedandthereis
nodangerinperforming
thenewtask).

etc.

P7. ORIGINATION: Creating new movement patterns to fit a particular

situation or specific problem. Learning outcomes emphasize creativity
baseduponhighlydevelopedskills.

SkillsInvolved
Creatingnew

movementpatternsto
fitaparticular
situationorspecific
problem.
Learningoutcomes

emphasizecreativity
baseduponhighly
developedskills.

ActionVerbs

Examples

Arrange

Design

Constructanewtheory.

Build

Initiate

Developanewand

Combine Make
Compose Originate
Construct etc.
Create

14

comprehensivetraining
programming.
Createanewgymnastic

routine.

III.

AFFECTIVEDOMAIN

Thisdomainincludesthe mannerinwhichwedealwiththingsemotionally,
suchasfeelings,values,appreciation,enthusiasms,motivationsandattitudes.
The FIVE major categories in this domain are listed from the simplest
behaviourtothemostcomplex.

A1. RECEIVING PHENOMENA: Awareness, willingness to hear, selected

attention.

SkillsInvolved

ActionVerbs
Locate

Awareness

Accept

Willingnesstohear

Acknowledge Name

Selectedattention.

Ask

Notice

Beaware
Choose

Pay
attention

Describe

Pointto

Erect

Reply

Follow

Select

Give

Sit

Hold

Tolerate

Identify

Use

Listen

etc.

15

Examples
Listentootherswith

respect.
Listenfor

informationand
rememberthename
ofnewlyintroduced
people.

A2. RESPONDINGTOPHENOMENA:Activeparticipationonthepartofthe
learners. Attend and react to a particular phenomenon. Learning
outcomes may emphasize on compliance in responding, willingness to
respond,orsatisfactioninresponding(motivation).

SkillsInvolved
Active

participationon
thepartofthe
learners.
Attendandreact

toaparticular
phenomenon.
Learning

outcomesmay
emphasize
compliancein
responding,
willingnessto
respondor
satisfactionin
responding.

ActionVerbs

Examples

Agreeto

Label

Answerfreely

Obey

Assist
Aid

Participatewillingly Givea
presentation.
Perform

Carefor

Practise

Communicate

Present

Comply

Readvoluntarily

Conform

Recite

Consent

Report

Contribute

Respond

Cooperate

Select

Discuss

Tell

Follow

Write

Form

Visit

Greet

Volunteer

Help

etc.

16

Participatein

classdiscussions.

Questionnew

ideas,concepts,
models,etc.to
fullyunderstand
them.
Knowand

practicesafety
rules.

A3. VALUING PHENOMENA: The worth or value a person attaches to a

particular object, phenomenon or behaviour. This ranges from simple
acceptancetothemorecomplexstateofcommitment.Valuingisbased
on the internalization of a set of specified values, while clues to these
values are expressed in the learners overt behaviour and are often
identifiable.

SkillsInvolved
Valuingisbased

onthe
internalizationof
asetofspecified
values,while
cluestothese
valuesare
expressedinthe
learnersovert
behaviourandare
oftenidentifiable.

ActionVerbs
Adopt

Join

Assume
responsibility

Justify

Behave
accordingto

Propose

Choose

Report

Commit
Complete
Demonstrate
Desireto
Differentiate

Prefer
Read
Seek
Select
Share
Showconcern

Showcontinual
Exhibitloyalty desireto
Explain
Study
Express

Useresourcesto

Follow

Work

Form

etc.

Initiate
Invite

17

Examples
Demonstratebelief

inthedemocratic
process.
Sensitivetowards

individualand
culturaldifferences
(valuediversity).
Showtheabilityto

solveproblems.
Proposeaplanto

socialimprovement
andfollowthrough
withcommitment.
Inform

managementon
mattersthatone
feelsstronglyabout.

A4. ORGANISING VALUES: Organise values into priorities by contrasting

differentvalues,resolvingconflictsbetweenthemandcreatingaunique
valuesystem.Theemphasisisoncomparing,relatingandsynthesizing
values.

SkillsInvolved
Organisevaluesinto

prioritiesby
contrastingdifferent
values,resolving
conflictsbetweenthem
andcreatingaunique
value.

ActionVerbs
Adapt

Examples
Recognisetheneedfor

balancebetween
freedomand
responsiblebehaviour.

Adhere
Adjust
Alter

Acceptresponsibility

Arrange

foronesbehaviour.

Balance

Explaintheroleof

Classify

systematicplanningin
solvingproblems.

Combine
Compare

Acceptprofessional

Complete

ethicalstandards.

Conceptualise

Createalifeplanin

harmonywithabilities,
interestsandbeliefs.

Defend
Explain
Formulate
Generalise
Group
Identify
Integrate
Modify
Order
Organise
Prepare
Rank
Relate
Synthesize
Theorize
etc.
18

Prioritisetime

effectivelytomeetthe
needsoforganisation,
familyandself.

A5. INTERNALIZING VALUES: Has a value system that controls their

behaviour.Thebehaviourispervasive,consistent,predictableandmost
importantly, characteristic of the learner. Instructional objectives are
concernedwiththestudentsgeneralpatternsofadjustment(personal,
social,emotional).

SkillsInvolved

ActionVerbs

Examples

Hasavaluesystem

Actupon

Showselfreliancewhen

thatcontrolstheir
behaviour.

Advocate

workingindependently.

Thebehaviouris

pervasive,consistent,
predictableandmost
importantly,
characteristicofthe
learner.
Instructional

objectivesare
concernedwiththe
studentsgeneral
patternsof
adjustment.

Cooperateingroup

Defend
Discriminate
Display
Exemplify
Influence
Justifybehaviour
Listen
Maintain

activities(displays
teamwork).
Useanobjectiveapproach

inproblemsolving.
Displayaprofessional

commitmenttoethical
practiseonadailybasis.
Revisejudgementsand

Modify
Perform

changebehaviourinlight
ofnewevidence.

Practise

Valuepeopleforwhatthey

are,nothowtheylook.

Propose
Qualify
Question
Revise
Serve
Solve
Support
Verify
etc.

19

REFERENCE

Bloom, B.S., Krathwohl, D.R. & Bertram, B.M. (1956). Taxonomy of educational
objective,handbookI:thecognitivedomain.NewYork:DavidMcKayCo.,Inc.

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