BLOOM’S TAXONOMY - LEARNING DOMAINS

BLOOM'S TAXONOMY DEFINITIONS

Taxonomy means 'a set of classification principles', or 'structure', and Domain simply
means 'category'. Bloom and his colleagues were academics, looking at learning as a behavioural
science, and writing for other academics, which is why they never called it 'Bloom's Learning
Structure', which would perhaps have made more sense to people in the business world.
(Interestingly this example of the use of technical language provides a helpful lesson in learning
itself, namely, if you want to get an idea across to people, you should try to use language that
your audience will easily recognise and understand.)
Bloom's Taxonomy model is in three parts, or 'overlapping domains'. Again, Bloom used
rather academic language, but the meanings are simple to understand:
1. Cognitive domain (intellectual capability, ie., knowledge, or 'think')
2. Affective domain (feelings, emotions and behaviour, ie., attitude, or 'feel')
3. Psychomotor domain (manual and physical skills, ie., skills, or 'do')
In each of the three domains Bloom's Taxonomy is based on the premise that the
categories are ordered in degree of difficulty. An important premise of Bloom's Taxonomy is that
each category (or 'level') must be mastered before progressing to the next. As such the categories
within each domain are levels of learning development, and these levels increase in difficulty.
The simple matrix structure enables a checklist or template to be constructed for the
design of learning programmes, training courses, lesson plans, etc. Effective learning—
especially in organisations, where training is to be converted into organisational results—should
arguably cover all the levels of each of the domains, where relevant to the situation and the
learner.
The learner should benefit from development of knowledge and intellect (Cognitive
Domain); attitude and beliefs (Affective Domain); and the ability to put physical and bodily
skills into effect - to act (Psychomotor Domain).

BLOOM'S TAXONOMY OVERVIEW

Here's a really simple adapted 'at-a-glance' representation of Bloom's Taxonomy. The
definitions are intended to be simple modern day language, to assist explanation and
understanding. This simple overview can help us to understand and explain the taxonomy. Refer
back to it when considering and getting to grips with the detailed structures - this overview helps
to clarify and distinguish the levels.

Cognitive Affective Psychomotor

‘knowledge’ ‘attitude’ ‘skills’
1. Knowledge (Recall 1. Receive (awareness) 1. Imitation (copy)
data)

2. Understand 2. Respond (react) 2. Manipulation (follow

instructions)

3. Apply (use) 3. Value (understand 3. Develop Precision

and act)

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 4. Analyse 4. Organise personal 4. Articulation (combine,
(structure/elements) value system integrate related skills)
5. Synthesize 5. Internalize value 5. Naturalization
(create/build) system (adopt (automate, become
behaviour) expert)
6. Evaluate (assess,
judge in relational
terms)

BLOOM'S TAXONOMY LEARNING DOMAINS - DETAILED STRUCTURES

1. Bloom's taxonomy - cognitive domain - (intellect - knowledge - 'think')

cognitive domain
examples of activity to 'key words' (verbs
category or behaviour be trained, or which describe the
level
'level' descriptions demonstration and activity to be trained or
evidence to be measured measured at each level)
multiple-choice test,
arrange, define, describe,
recount facts or statistics,
recall or recognise label, list, memorise,
1 Knowledge recall a process, rules,
information recognise, relate,
definitions; quote law or
reproduce, select, state
procedure
explain, reiterate,
explain or interpret
understand reword, critique, classify,
meaning from a given
meaning, re-state summarise, illustrate,
scenario or statement,
data in one's own translate, review, report,
2 Comprehension suggest treatment,
words, interpret, discuss, re-write,
reaction or solution to
extrapolate, estimate, interpret,
given problem, create
translate theorise, paraphrase,
examples or metaphors
reference, example
use or apply use, apply, discover,
knowledge, put manage, execute, solve,
put a theory into practical
theory into produce, implement,
effect, demonstrate, solve
3 Application practice, use construct, change,
a problem, manage an
knowledge in prepare, conduct,
activity
response to real perform, react, respond,
circumstances role-play
identify constituent parts
interpret elements,
and functions of a process
organizational
or concept, or de- analyse, break down,
principles,
construct a methodology catalogue, compare,
structure,
or process, making quantify, measure, test,
construction,
4 Analysis qualitative assessment of examine, experiment,
internal
elements, relationships, relate, graph, diagram,
relationships;
values and effects; plot, extrapolate, value,
quality, reliability
measure requirements or divide
of individual
needs
components

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 develop plans or
develop new develop, plan, build,
procedures, design
unique structures, create, design, organise,
solutions, integrate
Synthesis systems, models, revise, formulate,
5 methods, resources, ideas,
(create/build) approaches, ideas; propose, establish,
parts; create teams or new
creative thinking, assemble, integrate, re-
approaches, write
operations arrange, modify
protocols or contingencies
review strategic options or
plans in terms of efficacy,
return on investment or
assess
cost-effectiveness,
effectiveness of
practicability; assess
whole concepts, in
sustainability; perform a review, justify, assess,
relation to values,
SWOT analysis in relation present a case for,
outputs, efficacy,
to alternatives; produce a defend, report on,
6 Evaluation viability; critical
financial justification for a investigate, direct,
thinking, strategic
proposition or venture, appraise, argue, project-
comparison and
calculate the effects of a manage
review; judgment
plan or strategy; perform
relating to external
a detailed and costed risk
criteria
analysis with
recommendations and
justifications

Based on the 'Taxonomy of Educational Objectives: Handbook 1, The Cognitive Domain'

(Bloom, Engelhart, Furst, Hill, Krathwohl) 1956. This table is adapted and reproduced with
permission from Allyn & Bacon, Boston USA, being the publishers and copyright owners of
'Taxonomy of Educational Objectives' (Bloom et al 1956).

2. Bloom's taxonomy - affective domain - (feeling, emotions - attitude - 'feel')

Bloom's Taxonomy second domain, the Affective Domain, was detailed by Bloom,
Krathwhol and Masia in 1964 (Taxonomy of Educational Objectives: Volume II, The Affective
Domain. Bloom, Krathwohl and Masia.) Bloom's theory advocates this structure and sequence
for developing attitude - also now commonly expressed in the modern field of personal
development as 'beliefs'. Again, 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
level category or behaviour examples of 'key words' (verbs
'level' descriptions experience, or which describe the
demonstration and activity to be trained or
evidence to be measured at each level)
measured
1Receive open to experience, listen to teacher or ask, listen, focus, attend,
willing to hear trainer, take interest in take part, discuss,
session or learning acknowledge, hear, be
experience, take notes, open to, retain, follow,
turn up, make time for concentrate, read, do,

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 learning experience, feel
participate passively
2Respond react and participate participate actively in 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 present, cite, become
ideas, suggest animated or excited, help
interpretation team, write, perform
3Value attach values and decide worth and argue, challenge, debate,
express personal relevance of ideas, refute, confront, justify,
opinions experiences; accept or persuade, criticise,
commit to particular
stance or action
4Organise or reconcile internal qualify and quantify
build, develop,
Conceptualize conflicts; develop personal views, state
formulate, defend,
values value system personal position and
modify, relate, prioritise,
reasons, state beliefs
reconcile, contrast,
arrange, compare
5Internalize or adopt belief system self-reliant; behave act, display, influence,
characterise and philosophy consistently with solve, practice,
values personal value set

3. Bloom's taxonomy - psychomotor domain - (physical - skills - 'do')

The Psychomotor Domain was ostensibly established to address skills development
relating to manual tasks and physical movement, however it also concerns and covers modern
day business and social skills such as communications and operation IT equipment, for example
telephone and keyboard skills, or public speaking. Thus, 'motor' skills extend beyond the
originally traditionally imagined manual and physical skills, so always consider using this
domain, even if you think your environment is covered adequately by the Cognitive and
Affective Domains. Whatever the training situation, it is likely that the Psychomotor Domain is
significant. The Dave version of the Psychomotor Domain is featured most prominently here
because in my view it is the most relevant and helpful for work- and life-related development,
although the Psychomotor Domains suggested by Simpson and Harrow are more relevant and
helpful for certain types of adult training and development, as well as the teaching and
development of young people and children, so do explore them all. Each has its uses and
advantages.

psychomotor domain (dave)

'key words' (verbs
examples of activity or which describe the
category or behaviour
level demonstration and activity to be trained
'level' descriptions
evidence to be measured or measured at each
level)
1 Imitation copy action of watch teacher or trainer copy, follow, replicate,
another; observe and and repeat action, process repeat, adhere
replicate or activity

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2 Manipulation reproduce activity carry out task from re-create, build,
from instruction or written or verbal perform, execute,
memory instruction implement
3 Precision execute skill perform a task or activity demonstrate, complete,
reliably, independent with expertise and to high show, perfect,
of help quality without assistance calibrate, control,
or instruction; able to
demonstrate an activity to
other learners
4 Articulation adapt and integrate relate and combine construct, solve,
expertise to satisfy a associated activities to combine, coordinate,
non-standard develop methods to meet integrate, adapt,
objective varying, novel develop, formulate,
requirements modify, master
5 Naturalization automated, define aim, approach and design, specify,
unconscious mastery strategy for use of manage, invent,
of activity and activities to meet strategic project-manage
related skills at need
strategic level

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a. Simpson's psychomotor domain taxonomy
Elizabeth Simpson's interpretation of the Psychomotor domain differs from Dave's
chiefly because it contains extra two levels prior to the initial imitation or copy stage. Arguably
for certain situations, Simpson's first two levels, 'Perception' and 'Set' stage are assumed or
incorporated within Dave's first 'Imitation' level, assuming that you are dealing with fit and
healthy people (probably adults rather than young children), and that 'getting ready' or 'preparing
oneself' is part of the routine to be taught, learned or measured. If not, then the more
comprehensive Simpson version might help ensure that these two prerequisites for physical task
development are checked and covered. As such, the Simpson model or the Harrow version is
probably preferable than the Dave model for the development of young children.

psychomotor domain (simpson)

examples of activity or 'key words' (verbs
category or demonstration and which describe the
level description
'level' evidence to be activity to be trained or
measured measured at each level)
1 Perception use and/or selection of recognise, distinguish,
awareness senses to absorb data for notice, touch , hear, feel,
guiding movement etc
2 Set mental, physical or
readiness emotional preparation arrange, prepare, get set
before experience or task
3 Guided imitate or follow
Response attempt instruction, trial and imitate, copy, follow, try
error
4 Mechanism competently respond to make, perform, shape,
basic proficiency
stimulus for action complete
5 Complex Overt execute a complex coordinate, fix,
expert proficiency
Response process with expertise demonstrate
6 Adaptation adaptable alter response to reliably
adjust, integrate, solve
proficiency meet varying challenges
7 Origination develop and execute new design, formulate,
creative
integrated responses and modify, re-design,
proficiency
activities trouble-shoot
Adapted and simplified representation of Simpson's Psychomotor Domain ('The classification of
educational objectives in the psychomotor domain', 1972). Elizabeth Simpson seems actually to
have first presented her Psychomotor Domain interpretation in 1966 in the Illinois Journal of
Home Economics. Hence you may see the theory attributed to either 1966 or 1972.

b. Harrow's psychomotor domain taxonomy

Harrow's interpretation of the Psychomotor domain is strongly biased towards the
development of physical fitness, dexterity and agility, and control of the physical 'body', to a
considerable level of expertise. As such the Harrow model is more appropriate to the
development of young children's bodily movement, skills, and expressive movement than, say,
the development of a corporate trainee's keyboard skills. By the same token, the Harrow model
would be perhaps more useful for the development of adult public speaking or artistic
performance skills than Dave's or Simpson's, because the Harrow model focuses on the
translation of physical and bodily activity into meaningful expression. The Harrow model is the

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only one of the three Psychomotor Domain versions which specifically implies emotional
influence on others within the most expert level of bodily control, which to me makes it rather
special.
As ever, choose the framework that best fits your situation, and the needs and aims of the
trainees or students.

psychomotor domain (harrow)

examples of activity or 'key words' (verbs
category or demonstration and which describe the
level description
'level' evidence to be activity to be trained or
measured measured at each level)
respond physically
1 Reflex Movement involuntary reaction react, respond
instinctively
Basic
basic simple alter position, move,
2 Fundamental grasp, walk, stand, throw
movement perform simple action
Movements
use than one ability in
Perceptual catch, write, explore,
3 basic response response to different
Abilities distinguish using senses
sensory perceptions
develop strength, endure, maintain, repeat,
4 Physical Abilities fitness endurance, agility, increase, improve,
control exceed
execute and adapt drive, build, juggle, play
Skilled
5 complex operations advanced, integrated a musical instrument,
Movements
movements craft
express and convey
meaningfully activity expresses
Non-discursive feeling and meaning
6 expressive activity or meaningful
Communication through movement and
output interpretation
actions

Adapted and simplified representation of Harrow's Psychomotor Domain (1972). (Non-

discursive means intuitively direct and well expressed.)

in conclusion
Bloom's Taxonomy is a wonderful reference model for all involved in teaching, training,
learning, coaching - in the design, delivery and evaluation of these development methods. At its
basic level (refresh your memory of the Bloom Taxonomy overview if helpful), the Taxonomy
provides a simple, quick and easy checklist to start to plan any type of personal development. It
helps to open up possibilities for all aspects of the subject or need concerned, and suggests a
variety of the methods available for delivery of teaching and learning. As with any checklist, it
also helps to reduce the risks of overlooking some vital aspects of the development required.

The more detailed elements within each domain provide additional reference points for learning
design and evaluation, whether for a single lesson, session or activity, or training need, or for an

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entire course, programme or syllabus, across a large group of trainees or students, or a whole
organisation.

And at its most complex, Bloom's Taxonomy is continuously evolving, through the work of
academics following in the footsteps of Bloom's early associates, as a fundamental concept for
the development of formalised education across the world.

As with so many of the classical models involving the development of people and organisations,
you actually have a choice as to how to use Bloom's Taxonomy. It's a tool - or more aptly - a
toolbox. Tools are most useful when the user controls them; not vice-versa.

Use Bloom's Taxonomy in the ways that you find helpful for your own situation.

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