TAXONOMY OF EDUCATIONAL OBJECTIVES

COGNITIVE DOMAIN

Major Categories in the Cognitive Domain of the Examples of General Instructional Objectives and Clarifying Verbs for the
Taxonomy of Education Objectives (Bloom, 1956) Taxonomy of the Cognitive Domain
Description of the Major Categories in the Illustrative General Instructional Illustrative Verbs for Stating Specific
Cognitive Domain Objectives Learning Outcomes

1. Knowledge – is defined as the remembering of previously learned Knows common terms Defines, describes, identifies, labels, lists,
materials, from specific fact to complete theories, but all that is Knows specific facts matches, names, outlines, reproduces,
required is the bringing to mind of the appropriate information. Knows methods and procedure selects, states
Knows basic concepts
Knowledge represents the lowest level of learning Knows principles
outcomes in the cognitive domain.

2. Comprehension - is defined as the ability to grasp the meaning of

Understands fact and principles Converts, defends, distinguishes,
material. This may be shown by translating the material fromInterprets verbal materials estimates, explains, extends, generalizes,
one form to another (words of numbers) by interpreting materials
Interprets chart and graphs gives examples, infers, paraphrases,
(explaining or summarizing), and by estimating future trendsTranslates verbal materials to mathematical
(predicting consequences or effects). predicts, rewrites, summarizes
formulas
Estimates consequences implied in data
This learning outcome goes one step beyond the simple Justifies method and procedure
remembering of material and represents the lowest level of
understanding.

3. Application – refers to the ability to use learned materials in new

Applies principles to new situation Changes, computes, demonstrates,
and concrete situations. This may include the application of suchApplies new theories to practical situation discovers, manipulates, modifies,
things as rules, methods, concepts, principles, laws and theories.
Solves mathematical problem operates, predicts, prepares, produces,
Constructs charts and graphs
relates, solves, shows, uses
Learning outcomes in this area require a higher level of Demonstrates correct usage of procedure
understanding than those under comprehension.
4. Analysis – refers to the ability to break down materials into its
component parts so that its organizational structure may be
understood. This may include the identification of the parts,
analysis of the relationship between parts, and recognition of the
organizational principles involved.
Learning out comes here represent the higher intellectual
level than comprehension and application because they require an
understanding of both the content and the structural form of the
material.
Recognizes unstated assumption Breaks down, diagrams, differentiates,
Recognizes logical fallacies in reasoning discriminates, distinguishes, identifies,
Distinguishes between facts and inferences illustrates, infers, outlines, points out,
Evaluates the relevancy of data
relates, selects, separates, subdivides
Analyses of the organizational structure of
work (art, music, writing)

5. Synthesis – refers to the ability to put parts together to form a new

Write a well-organized theme Categorizes, combines, complies,
whole. This may involve the production of a unique Gives a well- recognized speech composes, creates, devises, designs,
communication (theme or speech), a plan of operations, (research Writes a creative short story write, rewrites, explains, generates,
proposal), or a set of abstract relations (scheme for classifying in
Proposes a plan for an experiment
formation). modifies, organizes, plans, rearranges,
Integrates learning from different areas into
a plan for solving a problem reconstructs, relates, reorganizes, revises
Learning out comes in this area stress creative behaviors, Formulates a new scheme for classifying
with major emphasis on the formulation of new patterns of objects
structures.

6. Evaluation – concerned with the ability to judge the value of Judges the consistency of written material Appraises, compares, concludes,
material (statement, novel, poem, and research report) for a given Judges the adequacy with which contrasts, criticizes, describes,
purpose. The judgements are to be based on definite criteria conclusions are supported data Judges discriminates, explains, justifies,
(relevance to the purpose) and the student may determine the the value of work (art, music, writing)
criteria or be given them. interprets, relates, summarizes, supports
by use of internal criteria Judges the
value of work (art, music, writing) by
Learning outcomes in this area are highest in the cognitive use of external standards
hierarchy because they contain elements of all of the other
categories, plus value judgments based on clearly defined criteria.
AFFECTIVE DOMAIN

Major Categories in the Affective Domain of the Examples of Generals Instructional Objectives and Clarifying
Taxonomy of Educational Objectives (Krathwohl, 1964) Verbs of the Taxonomy of Affective Domain
Descriptions of the Major Categories in the Illustrative General Instructional Illustrative Verbs for Stating
Affective Domain Objectives Specific Learning Outcomes

1. Receiving – refers to the student’s willingness to attend to Listens attentively Asks, chooses, describes,
particular phenomena or stimuli (classroom activities, textbook, Shows awareness of the importance of follows, gives, holds,
music etc.) From a teaching standpoint, it is concerned with learning identifies, locates, names,
getting, holding, and directing the student’s attention. Shows sensitively to social problems
points, selects, sits erect,
Accepts differences of race and culture
Learning outcomes in this area range from the simple Attends closely to the classroom activities replies, uses
awareness that a thing exists to selective attention on the part of
the learner. Represents the lowest level of learning outcomes in the
affective domain.

2. Responding – refers to active participation on the part of the Completes assigned homework Answers, assists, complies,
student. At this level, he not only attends to a particular Obeys school rules conforms, discusses, greets,
phenomenon but also reacts to it in some way. Learning outcomes Participates in class discussion helps, labels, performs,
in this area may emphasize acquiescence in responding (reads Completes laboratory work
assigned material), willingness to respond (voluntarily reads practices, presents, reads,
Volunteers for special tasks
beyond assignment), or satisfaction in responding (reads for Shows interest in subject recites, reports, selects, tells,
pleasure or enjoyment). Enjoys helping other writes

The higher level of this category includes those

instructional objectives that are commonly classified under
interest: that is, those that stress the seeking out and enjoyment of
particular activities.

3. Valuing – concerned with the worth or a value a student attaches Demonstrates belief in the democratic Completes, describes, follows,
to a particular object phenomenon or behavior. This ranges in process forms, selects, shares, studies,
Appreciates good literature (art or music)
 degree from the more simple acceptance of a value (desires to Appreciates the role of science (or other works, invites, differentiates,
improve group skills) to the more complex level of commitment explains, initiates, invites,
(assumes responsibility for the effective functioning of the group) subjects) in every day life joins, justifies, proposes
of specified values, but clues to these values are expressed in the Shows concern for the welfare of others
student’s overt behavior. Demonstrates problem-solving attitudes
Demonstrates commitment to social
Learning outcome in this area is concerned with behavior
improvement
that is consistent and stable enough to make the value identifiable.
Instructional objectives that are commonly classified under
attitudes and appreciation would fall into this category.

4. Organization. Organization is concerned with bringing together Recognizes the need for balance between Adheres, alters, arranges,
different values, resolving conflicts between them, and beginning freedom and responsibility in a democracy combines, compares,
the building of an internally consistent value system. Thus, the Recognizes the role of systematic planning completes, defends, explains,
emphasis is on comparing, relating and synthesizing values. in solving problems
Accepts responsibility for own behavior generalizes, integrates,
Learning outcomes may be concerned with the Understands and accepts own strengths and modifies, orders, organizes,
conceptualization of a value (recognizes the responsibility of each limitations prepares, relates, synthesizes
individual for improving human relations) or with the organization Formulates a life plan in harmony with his
of a value system (develops a vocational plan that satisfies his abilities, interests, and beliefs
need for both economic security and social service). Instructional
objectives relating to the development of a philosophy of life
would fall into this category.
5. Characterization by a value or Value complex. At this level of Displays safety consciousness Acts, discriminates, displays,
the affective domain, the individual has a value system that has Demonstrates self- reliance in working influences, listens, modifies,
controlled his behavior for a sufficiently long time for him to independently performs, practices, proposes,
develop a characteristic life style. Thus the behavior is pervasive, Practices cooperation in group activities
consistent, and predictable. qualifies, questions, revises,
Uses objective approach problem solving
Demonstrates industry and self- discipline solves, uses, verifies
Learning outcomes at this level cover a broad range of Maintains good health habits
activities, but the major emphasis is on the fact that the behavior is
typical or characteristic of a student. Instructional objectives that
are concerned with the student’s general patterns of adjustment
(personal, social, and emotional) would be appropriate here.

PSYCHOMOTOR DOMAIN

A Classification of Educational Objectives in Example of General Instructional Objectives and Clarifying Verbs for
the Psychomotor Domain (Simpson, 1972) the Psychomotor Domain
Description of the Major Categories in the Illustrative General Instructional Illustrative Verbs for Stating
Psychomotor Domain Objectives Specific Learning outcomes

1. Perception. The first level is concerned with the use of the sense Recognizes malfunction by sound of Chooses, describes, detects,
organs to obtain cues that guide motor activity. machine differentiates, distinguishes,
Relates taste of food to need for reasoning identifies, isolates, relates,
This category ranges from sensory stimulation (awareness Relates music to a particular dance step selects, separates
of a stimulus), through cue selection (selecting task relevant
cues), to translation (relating cue perception to action in a
performance).

2. Set. Set refers to readiness to take a particular type of action. Knows sequence of steps in varnishing Begins, displays, explains,
This category includes mental set (mental readiness to act), wood moves, proceeds, reacts,
physical set (physical readiness to act) and emotional set Demonstrates proper bodily stance for responds, shows, starts,
(willingness to act). batting a ball shows desire to type volunteers
 Perception of cues serves as an important prerequisite for efficiently
this level.

3. Guided Response- Guided response is concerned with early Performs a golf swing as demonstrated Assembles, builds, calibrates,
stages in learning a complex skill. It includes imitation Applies first aid bandage as demonstrated constructs, dismantles, displays,
(repeating an act demonstrated by the instructor) and trial and Determines best sequence for preparing a dissects, fastens, fixes, grinds
error (using a multiple-response approach to identify an meal
appropriate response). heats, manipulates, measures,
mends, mixes, organizes
Adequacy of performance is judged by the instructor or by sketches
a suitable set of criteria.

4. Mechanism. Mechanism is concerned with performance acts Writes smoothly and legibly (Same list as in
where the learned responses have become habitual and the Sets up laboratory equipment Guided Response)
movements can be performed with some confidence and Operates a slide projector
proficiency. Demonstrates a simple dance step

Learning outcomes at this level are concerned with

performance skills of various types, but the movement patterns
are less complex than at the next higher level.
5. Complex Overt Response. Complex Overt Response is Operates a power saw skillfully (Same list as in
concerned with the skillful performance of motor acts that Demonstrates correct form on swimming Guided Response)
involve complex movement patterns. Proficiency is indicated Demonstrates skill in driving an automobile
by quick, smooth, accurate performance requiring a minimum of Performs skillfully on the violin
energy. Repairs electronic equipment quickly and
accurately
This category includes resolution of uncertainty (performs
without hesitation) and automatic performance (movements are
made with ease and good muscle control).

Learning outcomes at this level include highly coordinated

motor activities.

6. Adaptation. Adaptation is concerned with skills that are so well Adjusts tennis play to counteract Adapts, alters, changes,
developed that the individual can modify movement patterns to opponent’s style rearranges, reorganizes, revises,
fit special requirements or to meet a problem situation. Modifies swimming strokes to fit the varies
roughness of the water

7. Origination. Origination refers to the creating of new movement Creates a dance step Arranges, combines, composes,
patterns to fit a particular situation or specific problem. Creates a musical composition creates, designs, originates
Designs a new dress style
Learning outcomes at this level emphasize creativity
based upon highly developed skills.