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BLOOM REVISED TAXONOMY
Lorin Anderson, a former student of Bloom, and David
Krathwohl (2001) updated and revised the Bloom’s
taxonomy reflecting relevance to 21st century work for
both students and teachers. The revisions they made in
the Bloom’s taxonomy appear fairly minor; however,
they do have significant impact on how people use the
taxonomy. These changes can be divided into three
broad categories;
 TAXONOMIES OF COGNITION OLD AND NEW
Bloom’s Taxonomy 1956
1.Knowledge: Remembering or retrieving
previously learned material.
2. Comprehension: The ability to grasp or
construct meaning from material.
Anderson and Krathwohl’s
Revised Taxonomy 2001
1. Remembering: Recognizing or recalling
knowledge from memory. Remembering is
when memory is used to produce or retrieve
definitions, facts, or lists, or to recite
previously learned information.
2. Understanding: Constructing meaning
from different types of functions be they
written or graphic messages or activities like
interpreting, exemplifying, classifying,
summarizing, inferring, comparing, or
explaining.
 3. Application: The ability to use learned
3. Applying: Carrying out or using a procedure
material, or to implement material in new
through executing, or implementing.
and concrete situations.

4. Analyzing: Breaking materials or concepts

4. Analysis: The ability to break down or
into parts, determining how the parts relate
distinguish the parts of material into its
to one another or how they interrelate, or
components so that its organizational
how the parts relate to an overall structure or
structure may be better understood.
purpose.

5. Evaluating: Making judgments based on

criteria and standards through checking and
critiquing. Critiques, recommendations, and
5. Synthesis: (Now Creating #6)
reports are some of the products that can be
created to demonstrate the processes of
evaluation.

Evaluation: (Now #5) The ability to judge,
check, and even critique the value of
material for a given purpose
6. Creating: Putting elements together to
form a coherent or functional whole;
reorganizing elements into a new pattern or
structure through generating, planning, or
producing.

Cognitive Domain

Bloom's taxonomy of cognitive domain is arranged according to the lowest level to the highest
level. Knowledge as the lowest level followed by comprehension, analysis, application, synthesis
and evaluation as the highest level.

1. Knowledge recognizes students' ability to use rote memorization and recall certain facts. Test
questions focus on identification and recall information.
 2.Comprehension involves students' ability to read course content, interpret important
information and put other's ideas into words. Test questions should focus on the use of facts,
rules and principles.

3.Application students take new concepts and apply them to new situation. Test questions focus
on applying facts and principles.

4.Analysis students have the ability to take new information and break it down into parts and
differentiate between them.

5. Synthesis students are able to take various pieces of information and form a whole creating a
pattern where one did not previously exist.

6. Evaluation involves students' ability to look at someone else's ideas or principles and the worth
of the work and the value of the conclusion.
AFFECTIVE
DOMAIN
Affective domain describes learning objectives that emphasize a
feeling tone, an emotion, or a degree of acceptance or rejection.

(Karthwol et al, 1964 as cited by Esmane. 2011), The

arfective domain includes objectives pertaining to
attitudes appreciations, values and emotions.
1. Receiving- Refers to being aware of or sensitive to the existence of
certain ideas, materials, or phenomena and being able to tolerate
them. The learners are willing to listen.
2. Responding- Refers to the commitment in some measure to the ideas,
materials, or phenomena involved by actively responding to them. It
answers question about ideas. The
3. Valuing- Refers to the willingness to be perceived by others as
valuing certain ideas, materials, phenomenon or behavior
4. Organization- Refers to the ability to relate the value to those already held and bring it
into a harmonious and internally consistent philosophy. Commits to using ideas and
incorporate them to different activities.

5. Characterization by value or value set- Incorporate ideas completely into

practice, recognized by the use of them. The value system that controls their
behavior.
 PSYCHOMOTOR DOMAIN

Psychomotor Domain is characterizes by the

progressive levels of behaviors from observation
to mastery of Physical skills.
 LEVELS OF PSYCHOMOTOR DOMAIN
1. PERCEPTION – The ability to use sensory cues to guide
motor activity.
2. SET – Readiness to act. It includes mental, physical, and
emotional sets.
3. Guided Response – The early stages in learning a
complex skill that includes imitation and trial and error.
4. Mechanism – This is the intermediate stage in learning
a complex skill.
5. COMPLEX OVERT RESPONSE – The skillful performance
of motor acts that involves complex movement patterns.
 6. ADAPTION – SKILLS ARE WELL DEVELOPED AND THE
INDIVIDUAL CAN MODIFY MOVEMENT PATTERNS TO FIL
SPECIAL REQUIREMENTS.

7. ORIGINATION- CREATING NEW MOVEMENT PATTERNS TO

FIT A PARTICULAR SITUATION OR SPECIFIC PROBLEM.
Using BLOOM’S REVISED TAXANOMY with
the 3 Domains, we can empower our
students to become critical thinkers,
problem solvers, and lifelong learners.
 Mark Winston Cabiles
Rhiamea Requizo
April Diane Pascual
Mercy Luzano

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