Taxonomies of Learning

Prof. Madya Dr. Sharifah Kamilah Syed Yusof

Session Outcomes

At the end of this session, participants should be able to apply

learning taxonomies in their course outcomes
 HOLISTIC EDUCATION

TECHNICAL KNOWLEDGE
MIND / MENTAL
(Cognitive Domain
/ Knowledge)
SOUL / HEART
(Affective Domain
/ Attitude)

BODY / PHYSICAL
( Psychomotor Domain
/ Skills)
SKILLS

HUMAN DEVELOPMENT HOLISTIC

BLOOM’S TAXONOMY
• Blooms’ Taxonomy is a systematic way of describing
how a learner’s performance develops from simple
to complex levels in their affective, psychomotor
and cognitive domain learning
LEARNING TAXONOMIES

Cognitive
Knowledge

Affective
Psychomotor
Values &
Skills
Attitude
 COGNITIVE DOMAIN
Intellect, Knowledge, Thinking Ability
First developed by Bloom (1956), revised by Krathwhol and Anderson (2001)

Level
Descriptions Useful Verbs
(Anderson 2001)
define, identify, list, name,
1 Remember Find or remember information find, locate, describe, state,
memorize
Understanding and making interpret, summarize, explain,
2 Understand
sense out of information infer, paraphrase, discuss

Use information in a new (but use, diagram, make a chart,

3 Apply
similar) situation apply, solve, calculate

Take info apart and explore categorize, examine,

4 Analyze
relationships compare/contrast, organize
Critically examine information judge, test, critique, defend,
5 Evaluate
& make judgements criticize
design, build, construct, plan,
Use information to create
6 Create develop, formulate, organize,
something new
propose, devise, invent
COGNITIVE DOMAIN
 AFFECTIVE DOMAIN
Feeling, Emotions, Attitude, Beliefs
First developed by Bloom (1956), revised by Bloom, Krathwhol and Masia (1964)
Affective Level Descriptions Useful Verbs
Learner is aware and receptive;
Reply, use, describe,
1 Receiving otherwise, learning cannot take
follow, locate
place
Learner actively participates in the
Discuss, answer,
2 Responding process. Besides being aware, the
perform, present, write
learner responds in some fashion
The value an individual associates
with an object or behaviour; can Share, invite, explain,
3 Valuing
range from basic acceptance to a join, report, follow, justify
more complex commitment
Learner can synthesize different
Formulate, defend,
information and values. Values can
4 Organizing prepare, arrange,
be organized into priorities; values
integrate
are compared and synthesized
A belief or value becomes part of Influence, practice,
Characterizing
5 the system that controls the perform, discriminate,
(internalizing)
learner’s behaviour propose
 PSYCHOMOTOR DOMAIN
learning and combination of old and new skills
that involves physical movements
Psychomotor Level Descriptions Useful Verbs

detect, hear, listen, observe, perceive,

The ability to use sensory cues to
1 Perception: recognize, see, sense, smell, taste,
guide motor activity.
view, watch

begins, displays, explains, moves,

Readiness to act. It includes mental,
2 Set proceeds, reacts, responds, starts,
physical, and emotional sets.
volunteers

Imitates and trial and error. Adequacy copy, duplicate, imitate, manipulate with
Guided
3 of performance is achieved by guidance, operate under supervision,
response
practicing. practice, repeat, try

complete with confidence, conduct,

Performs acts with increasing
4 Mechanism demonstrate, execute, produce, improve
efficiency, confidence, and proficiency
efficiency

Complex overt Control, direct, guide, excel, maintain

5 Performs automatically
response efficiency, organize, proceed

Adapts skill sets to meet a problem adaps, alter, change, rearrange,

6 Adaptation
situation. reorganize, revise
Creating new patterns for specific Design, originate, combine, compose,
7 Origination
situation or problem. constructs, create