Bloom’s

Taxonomy
of
Learning
Domains
Tunku Abdul Rahman University College

Compiled by Department of Quality Assurance,

Tunku Abdul Rahman University College, Kuala Lumpur.

For internal circulation only. © Tunku Abdul Rahman University College. All rights reserved.
INTRODUCTION

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

Benjamin Bloom (1956), identified three domains of educational activities:

I. Cognitive: mental skills (Knowledge)

II. Psychomotor: manual or physical skills (Skills)
III. Affective: feelings or emotional skills (Attitude)

The three domains are divided into subdivisions, starting from the simplest
behaviour to the most complex. The divisions outlined are not absolutes and
there are other systems or hierarchies that have been devised in the
educational and training world. However, Bloom’s taxonomy is easily
understood and is probably the most widely applied one in use today.

This compilation of Bloom’s Taxonomy of Learning Domains is sourced from

the following sources:
 British Columbia Institute of Technology. (1996). Writing learning
outcomes. Retrieved May 20, 2010, from http://www.lru.bcit.ca
 Clark, D. R. (2004). Bloom’s taxonomy of learning domains. Retrieved May
20, 2010, from http://www.nwlink.com/~donclark/hrd/bloom.html
 Universiti Putra Malaysia. (nd). Putra satria. Serdang: UPM.

The table on pages 3 to 19 show samples of action verbs that could be used
for learning outcomes in different domains and categories. The action verbs
listed are not exhaustive and exclusive. The action verbs can be used
interchangeably in different domains and categories depending on the subject
matter.

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I. COGNITIVE DOMAIN

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

development of intellectual skills. This includes the recall or recognition of
specific facts, procedural patterns and concepts that serve in the development
of intellectual abilities and skills. The SIX major categories in this domain are
listed from the simplest behaviour to the most complex.

C1. KNOWLEDGE: Recall data or information.

Skills Involved Action Verbs Examples

- Observation and Count Point - Recite a policy
recall of information Define Quote - Quote prices from
- Knowledge of dates, Describe Read memory to a
events, places Draw Recall customer
- Knowledge of major - Know the safety rules
Duplicate Recite
ideas
Find Recognize
- Mastery of subject
Identify Record
matter
Know Repeat
Label Reproduce
List Relate
Locate Select
Match Sequence
Memorize State
Name Tell
Order Write
Outline etc.

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C2. COMPREHENSION: Understand the meaning, translation interpolation
and, interpretation of instructions and problems. State a problem in
one’s own words.

Skills Involved Action Verbs Examples

- Understanding Associate Give - Rewrite the
information Calculate examples principles of test
- Grasp meaning Change Identify writing.
- Translate Illustrate - Explain in one’s own
Compare
knowledge into new Comprehend Indicate words the steps for
context performing a
Compute Interpret
- Interpret facts complex task.
Conclude Infer
- Translate an
- Compare or Locate
Convert equation into a
contrast facts
Classify Match computer
- Order, group or
Defend Paraphrase spreadsheet.
infer causes
- Predict Demonstrate Predict
consequences Describe Relate
Discuss Report
Distinguish Restate
Estimate Review
Example Rewrite
Express Select
Explain Summarise
Extend Transform
Extrapolate Translate
Generalise etc.

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C3. APPLICATION: Use a concept in a new situation or unprompted use of
an abstraction. Apply what was learned in the classroom into novel
situations.

Skills Involved Action Verbs Examples

- Use information Add Make - Use a manual to
- Use methods, Apply Manipulate calculate an
concepts or theories Adapt Modify employee’s vacation
in new situations time.
Build Operate
- Solve problems - Apply laws of
Calculate Paint
using required skills statistics to evaluate
Change Predict the reliability of a
or knowledge
Choose Practise written test.
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

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C4. ANALYSIS: Separate materials or concepts into component parts so
that its organisational structure may be understood.

Skills Involved Action Verbs Examples

- Seeing patterns Analyse Divide - Troubleshoot a piece
- Organisation of Appraise Explain of equipment by
parts Arrange Examine using logical
- Recognition of deduction
Attribute Experiment
hidden meaning - Recognise logical
Breakdown Identify
- Identification of
fallacies in
Calculate Illustrate reasoning.
components
Categorise Infer - Gather information
Classify Inquire from a department
Choose Investigate and select the
Contrast List required tasks for
Combine Order training.
Compare Organise
Criticise Outline
Deconstruct Point out
Deduce Probe
Design Relate
Detect Select
Develop Separate
Diagram Subdivide
Differentiate Survey
Discriminate Utilise
Dissect etc.
Distinguish

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C5. SYNTHESIS: Build a structure or pattern from diverse elements. Put
parts together to form a whole, with emphasis on creating a new
meaning or structure.

Skills Involved Action Verbs Examples

- Use old ideas to Arrange Manage - Write a company
create new ones Assemble Modify operation or process
- Generalise from given Blend Organise manual.
facts Build Originate - Design a machine to
- Relate knowledge perform a specific
Categorise Plan
from several areas task.
Combine Produce
- Predict or draw - Integrate training
Compare Propose from several sources
conclusions
Compile Rearrange to solve a problem
Compose Reconstruct - Revise and process
Conceive Relate to improve an
Construct Reorganise outcome.
Create Report
Derive Revise
Design Rewrite
Develop Role-play
Devise Schematize
Discuss Specify
Explain Summarise
Formulate Support
Generate Tell
Group Transform
Hypothesize Write
Invent etc.
Integrate

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C6. EVALUATION: Make judgements about the value of ideas or materials.

Skills Involved Action Verbs Examples

- Compare and Appraise Evaluate - Select the most
discriminate Argue Grade effective solution.
between ideas Arbitrate Interpret - Hire the most
- Assess value of qualified candidate.
Assess Judge
theories or - Explain and justify a
Attach Justify
presentations new budget.
Choose Measure
- Make choices based
on reasoned Compare Predict
argument Conclude Prioritise
- Verify value of Contrast Rank
evidence Convince Rate
- Recognise Consider Recommend
subjectivity Criticise Reject
Critique Relate
Decide Select
Defend Summarise
Describe Support
Determine Test
Discriminate Weight
Estimate etc.
Explain

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II. PSYCHOMOTOR DOMAIN

The psychomotor domain includes physical movement, coordination and use

of the motor-skill areas. Development of these skills requires practice and is
measured in terms of speed, precision, distance, procedures or techniques in
execution. The SEVEN major categories in this domain are listed from the
simplest behaviour to the most complex.

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

Skills Involved Action Verbs Examples

- Ability to use sensory Choose - Detect non verbal
cues to guide motor Describe communication cues.
activity. Detect - Estimate where a ball
- Range from sensory will land after it is
Differentiate
stimulation, through thrown and then
Distinguish
cue selection to moving to the correct
translation. Hear location to catch the
Identify ball.
Isolate - Adjust heat of stove to
Listen correct temperature by
Observe smell and taste of food
Perceive - Adjust the height of the

Relate forks on a forklift by

comparing where the
See
forks are in relation to
Select
the pallet.
Sense
Smell
Taste
View
Watch
etc.
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P2. SET: Readiness to act. It includes mental, physical and emotional sets.
These three sets are dispositions that predetermine a person’s response
to different situations (sometimes called mindsets).

Skills Involved Action Verbs Examples

- Readiness to act. Achieve a posture - Know and act upon a
- Skills include mental, Assume a body stance sequence of steps in
physical and Begin a manufacturing
emotional sets. These process.
Display
three sets are - Recognise one’s
Establish a body position
dispositions that abilities and
determine a person’s Explain limitations.
response to different Move - Show desire to learn
situations (sometimes Place arms, hands, etc. a new process
called mindsets). Position the body (motivation).
Proceed
React
Show
Sit
Stand
State
Station
Volunteer
etc.

10
P3. GUIDED RESPONSE: The early stages in learning complex skill that
includes imitation and, trial and error. Adequacy of performance is
achieved by practising.

Skills Involved Action Verbs Examples

- The early stages in Copy - Perform a
learning a complex Duplicate mathematical equation
skill that include Follow as demonstrated.
imitation and, trial - Follow instructions to
Imitate
and error. build a model.
Manipulate with guidance
- Adequacy of - Respond to hand
performance is Operate under
signals of instructor
achieved by supervision
while learning to
practising. Practice operate a forklift.
React
Repeat
Reproduce
Respond
Trace
Try
etc.

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P4. MECHANISM: This is the intermediate stage in learning a complex skill.
Learned responses have become habitual and the movements can be
performed with some confidence and proficiency.

Skills Involved Action Verbs Examples

- This is the Assemble - Use a personal
intermediate stage in Calibrate computer.
learning a complex Complete with confidence - Repair a leaking
skill. faucet.
Conduct
- Learned responses - Drive a car.
Construct
become habitual and
the movements can Demonstrate
be performed with Dismantle
confidence and Display
proficiency. Execute
Fasten
Fix
Grind
Heat
Improve efficiency
Increase speed
Make
Manipulate
Measure
Mend
Mix
Organise
Pace
Produce
Show dexterity
Sketch
etc.

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P5. COMPLEX OVERT RESPONSE: The skillful performance of motor acts
that involve complex movement patterns. Proficiency is indicated by a
quick, accurate, and highly coordinated performance, requiring a
minimum of energy. This category includes performing without
hesitation and automatic performance.

Skills Involved Action Verbs Examples

- The skilful performance Act habitually Heat - Manoeuvre a car
of motor acts that Advance with Maintain into a tight
involve complex assurance efficiency parallel parking
movement patterns. Assemble Manage spot.
- Proficiency is indicated - Operate a
Build Manipulate
by a quick, accurate and computer
Calibrate Master
highly coordinated quickly and
performance, requiring a Construct Measure accurately.
minimum of energy. Control Mend - Display
- This category includes Direct Mix competence
performing without Dismantle Organise while playing the
hesitation and automatic Display Perfect piano.
performance. Excel Perform
- For example, players Fasten automatically
often utter sounds of Proceed
Fix
satisfaction or expletives Sketch
Grind
as soon as they hit a
Guide etc.
tennis ball or throw a
football, because they
can tell by the feel of the
act what result will
produce.

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P6. ADAPTATION: Skills are well-developed and the individual can modify
movement patterns to fit special requirements.

Skills Involved Action Verbs Examples

- Skills are well Alter - Respond effectively to
developed and the Adapt unexpected
individual can modify Change experiences.
movement patterns to - Modify instruction to
Rearrange
fit special requirements. meet the needs of the
Reorganize
learners.
Revise
- Perform a task with a
Vary machine that is not
etc. originally intended to
do (machine is not
damaged and there is
no danger in performing
the new task).

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

situation or specific problem. Learning outcomes emphasize creativity
based upon highly developed skills.

Skills Involved Action Verbs Examples

- Creating new Arrange Design - Construct a new theory.
movement patterns to Build Initiate - Develop a new and
fit a particular Combine Make comprehensive training
situation or specific programming.
Compose Originate
problem. - Create a new gymnastic
Construct etc.
- Learning outcomes routine.
Create
emphasize creativity
based upon highly
developed skills.

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III. AFFECTIVE DOMAIN

This domain includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, enthusiasms, motivations and attitudes.
The FIVE major categories in this domain are listed from the simplest
behaviour to the most complex.

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

attention.

Skills Involved Action Verbs Examples

- Awareness Accept Locate - Listen to others with
- Willingness to hear Acknowledge Name respect.
- Selected attention. Ask Notice - Listen for

Be aware Pay information and

attention remember the name
Choose
of newly introduced
Describe Point to
people.
Erect Reply
Follow Select
Give Sit
Hold Tolerate
Identify Use
Listen etc.

15
A2. RESPONDING TO PHENOMENA: Active participation on the part of the
learners. Attend and react to a particular phenomenon. Learning
outcomes may emphasize on compliance in responding, willingness to
respond, or satisfaction in responding (motivation).

Skills Involved Action Verbs Examples

- Active Agree to Label - Participate in
participation on Answer freely Obey class discussions.
the part of the Assist Participate willingly - Give a
learners. presentation.
Aid Perform
- Attend and react - Question new
Care for Practise
to a particular ideas, concepts,
phenomenon. Communicate Present
models, etc. to
- Learning
Comply Read voluntarily fully understand
outcomes may Conform Recite them.
emphasize Consent Report - Know and
compliance in Contribute Respond practice safety
responding, Cooperate Select rules.
willingness to
Discuss Tell
respond or
Follow Write
satisfaction in
responding. Form Visit
Greet Volunteer
Help etc.

16
A3. VALUING PHENOMENA: The worth or value a person attaches to a
particular object, phenomenon or behaviour. This ranges from simple
acceptance to the more complex state of commitment. Valuing is based
on the internalization of a set of specified values, while clues to these
values are expressed in the learner’s overt behaviour and are often
identifiable.

Skills Involved Action Verbs Examples

- Valuing is based Adopt Join - Demonstrate belief
on the Assume Justify in the democratic
internalization of responsibility Prefer process.
a set of specified Behave - Sensitive towards
Propose
values, while according to individual and
clues to these Read
Choose cultural differences
values are Report (value diversity).
expressed in the Commit Seek - Show the ability to
learner’s overt Complete Select solve problems.
behaviour and are Demonstrate Share - Propose a plan to
often identifiable. Desire to Show concern social improvement
Differentiate Show continual and follow through
Exhibit loyalty desire to with commitment.
Explain Study - Inform
Express Use resources to management on
Follow matters that one
Work
feels strongly about.
Form etc.
Initiate
Invite

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A4. ORGANISING VALUES: Organise values into priorities by contrasting
different values, resolving conflicts between them and creating a unique
value system. The emphasis is on comparing, relating and synthesizing
values.

Skills Involved Action Verbs Examples

- Organise values into Adapt - Recognise the need for
priorities by Adhere balance between
contrasting different Adjust freedom and
values, resolving responsible behaviour.
Alter
conflicts between them - Accept responsibility
and creating a unique Arrange
for one’s behaviour.
value. Balance
- Explain the role of
Classify systematic planning in
Combine solving problems.
Compare - Accept professional
Complete ethical standards.
Conceptualise - Create a life plan in
Defend harmony with abilities,
Explain interests and beliefs.
Formulate - Prioritise time
effectively to meet the
Generalise
needs of organisation,
Group
family and self.
Identify
Integrate
Modify
Order
Organise
Prepare
Rank
Relate
Synthesize
Theorize
etc.
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A5. INTERNALIZING VALUES: Has a value system that controls their
behaviour. The behaviour is pervasive, consistent, predictable and most
importantly, characteristic of the learner. Instructional objectives are
concerned with the student’s general patterns of adjustment (personal,
social, emotional).

Skills Involved Action Verbs Examples

- Has a value system Act upon - Show self-reliance when
that controls their Advocate working independently.
behaviour. Defend - Cooperate in group
- The behaviour is activities (displays
Discriminate
pervasive, consistent, teamwork).
Display
predictable and most - Use an objective approach
importantly, Exemplify
in problem solving.
characteristic of the Influence
- Display a professional
learner. Justify behaviour commitment to ethical
- Instructional Listen practise on a daily basis.
objectives are Maintain - Revise judgements and
concerned with the Modify change behaviour in light
student’s general of new evidence.
Perform
patterns of
Practise - Value people for what they
adjustment.
Propose are, not how they look.
Qualify
Question
Revise
Serve
Solve
Support
Verify
etc.

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 REFERENCE

Bloom, B.S., Krathwohl, D.R. & Bertram, B.M. (1956). Taxonomy of educational
objective, handbook I: the cognitive domain. New York: David McKay Co., Inc.

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