Blooms Taxonomy of Cognitive Domain Definitions Verbs

Remembering: Can the Define, duplicate, list,

Knowledge or recall knowledge of terminology and student recall or memorize, recall, repeat,
conventions, trends and sequences, classifications, remember the info? reproduce, state
and categories, criteria and methodologies, principles, Understanding: Can the Classify, describe discuss,
theories, and structures. Ex.to identify the capital of student explain concept explain, locate, recognize,
the Philippines. and ideas? report, select, translate,
paraphrase
Comprehension - relate to translation, interpretation,
Applying: Can the Choose, demonstrate,
and extrapolation; Ex. to interpret a table showing the
student use the dramatize, employ,
population density of the world.
information in a new way? illustrate, interpret,
Application use of abstraction in particular operate, schedule, sketch,
situation. Ex.to predict the probable effect of change in solve, use, write
Analyzing: Can the Appraise, compare,
temperature on a chemical.
student distinguish the contrast, criticize,
Analysis objectives relate to breaking a whole into different parts? differentiate, discriminate,
parts. Ex.to deduce facts from a hypothesis distinguish, examine,
experiment, question, test
Synthesis putting parts together in a new form such Evaluating: Can the Appraise, argue, defend,
as a unique communication, a plan of operation, and a student justify a stand or judge, select, support,
set of abstract relations. Ex.to produce an original decision? value, evaluate
piece. Creating: Can the Assemble, construct,
student create a new create, design, develop,
Evaluation judging in terms of internal evidence or
product or point of view? formulate, write
logical consistency and external evidence or
consistency with developed elsewhere. Ex.to
recognizes fallacies in an argument. Krathwols Taxonomy of Affective Domain

Receiving describes the stage of being aware of or

Andersons Taxonomy of Cognitive Domain
Definitions of Andersons Revised Taxonomy
sensitive to the existence of certain ideas, material, or
phenomena and being willing to tolerate them.
Examples include: to differentiate, to accept, to listen
(for), to respond to.
Responding describes the second stage of the
taxonomy and refers to a committment in some small
measure to the ideas, materials, or phenomena
involved by actively responding to them. Examples
are: to comply with, to follow, to commend, to
volunteer, to spend leisure time in, to acclaim.
Valuing means being willing to be perceived by others
as valuing certain ideas, materials, or phenomena.
Examples include: to increase measured proficiency in,
to relinquish, to subsidize, to support, to debate.
Organization is the fourth stage of Krathwohls
taxonomy and involves relating the new value to those
one already holds and bringing it into a harmonious
and internally consistent philosophy. Examples are: to
discuss, to theorize, to formulate, to balance, to
examine.
Characterization by value or value set means acting
consistently in accordance with the values the
individual has internalized. Examples include: to
revise, to require, to be rated high in the value, to
avoid, to resist, to manage, to resolve.
Harlows Taxonomy of Objectives in the
Psychomotor Domain
Reflex Movement -are actions elicited without
learning in response to some stimuli. Examples
include: flexion, extension, stretch, postural
adjustments.
Basic fundamental movement -are inherent
movement patterns which are formed by combining of
reflex movements and are the basis for complex skilled
movements. Examples are: walking, running, pushing,
twisting, gripping, grasping, manipulating.
Perceptual activities -refers to interpretation of
various stimuli that enable one to make adjustments to
the environment. Visual, auditory, kinesthetic, or
tactile discrimination. Suggests cognitive as well as
psychomotor behavior. Examples include: coordinated
movements such as jumping rope, punting, or
catching.
Physical activities -require endurance, strength,
vigor, and agility which produces a sound, efficiently
functioning body. Examples are: all activities which
require a) strenuous effort for long periods of time; b)
muscular exertion; c) a quick, wide range of motion at
the hip joints; and d) quick, precise movements.
Skilled movements -are the result of the acquisition
of a degree of efficiency when performing a complex
task. Examples are: all skilled activities obvious in
sports, recreation, and dance.
Non- discursive communication -is communication
through bodily movements ranging from facial
expressions through sophisticated choreographics.
Examples include: body postures, gestures, and facial
expressions efficiently executed in skilled dance
movement and choreographics.
 Moore also gives three levels of learning in the
Psychomotor Domain

Level Performance
Imitation Model skills
Manipulation Perform skills
independently
Precision Exhibit skills effortlessly
and automatically

Reporter: Sorbito,Diana F.