Table 1: Cognitive domain

Elaboration of the six levels of thinking in Bloom’s Taxonomy (revised in 2001)

1 2 3 4 5 6
Remembering Understanding Applying Analysing Evaluating Creating
Can the student Can the student EXPLAIN ideas or concepts? Can the student USE Can the student Can the student JUSTIFY Can the student GENERATE
RECALL the the new knowledge DIFFERENTIATE between and an opinion, decision or new products, ideas or ways
information? in another familiar RELATE constituent parts? course of action? of viewing things?
situation?
Recognising Interpreting Summarising Executing Differentiating Checking Generating
Locating Changing from one Drawing a logical Applying knowledge Distinguishing relevant from Detecting inconsistencies Coming up with alternatives
knowledge in form of representation conclusion from presented (often procedural) to irrelevant parts or important or fallacies within a or hypotheses based on
memory that is to another. information. a routine task. from unimportant parts of process or product. criteria.
consistent with Synonyms Synonyms Synonyms presented material Determining whether a Synonyms
presented  Paraphrasing  Abstracting  Carrying out Synonyms process or product has  Hypothesizing
material.  Translating  Generalising  Measuring  Discriminating internal consistency.  Proposing
Synonyms  Representing  Outlining  Constructing  Selecting Synonyms  Developing
 Identifying  Clarifying  Precising  Demonstrating  Focusing  Testing  Engendering
 Finding  Converting  Computing  Distinguished between  Detecting  Synthesising
 Selecting  Rewriting Inferring  Calculating  Separating  Monitoring  Providing Options
 Indicating  Restating Abstracting a general  Manipulating  (Sub)dividing  Concluding
 Expressing theme or major point  Operating  Examining  Assessing Planning
Recalling Synonyms  Preparing  Relating  Appraising Devising a procedure for
Retrieving Exemplifying  Extrapolating  Producing  Discriminating accomplishing a task.
relevant Finding a specific  Interpolating  Drawing up Organising  Determining Synonyms
knowledge from example or illustration  Predicting  Practicing Determining how elements fit  Designing
long‐term of a concept or  Concluding or function within a structure. Critiquing  Formulating
memory principle  Extending Implementing Synonyms Detecting the  Combining
Synonyms Synonyms Applying knowledge  Outlining appropriateness of a  Compiling
 Retrieving  Instantiating Comparing (often procedural) to  Structuring procedure for a given task  Devising
 Naming  Illustrating Detecting a non‐routine task.  Integrating or problem.  Revising
 Reproducing  Representing correspondences between Synonyms  (Re)arranging Synonyms  Putting together
 Recounting  Giving examples of two ideas, objects, etc.  Using  Categorising  Judging  Suggesting
 Showing Synonyms  Estimating  Ordering  Questioning
 Contrasting  Predicting  Deriving  Justifying Producing
Classifying  Matching  Solving  Defending Inventing a product
Determining that  Mapping  Changing Attributing  Discussing Synonyms
something belongs to  Discovering Determining the point of view,  Criticising  (Re)constructing
a category (e.g. Explaining  Explaining how bias, values, or intent  Arguing  Composing
concept or principle). Constructing a cause‐and‐  Verifying underlying presented material.  Including  Modifying
Synonyms effect model of a system.  Finding Synonyms  Rating  Altering
 Categorising Synonyms  Deconstructing  Ranking  Building
 Subsuming  Elucidating  Comparing  Valuing  Enlarging
 Organising  Constructing models  Contrasting
 Diagnosing

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Level Category Description
Awareness, the ability to use
sensory cues to guide physical
activity. The ability to use
1 Perception sensory cues to guide motor
activity. This ranges from sensory
stimulation, through cue
selection, to translation
Readiness, a learner’s readiness
to act. It includes mental,
physical, and emotional sets.
2 Set These three sets are dispositions
that predetermine a person’s
response to a different situation
(sometime called mind-sets).
Attempt. The early stages in
learning a complex motor skill
Guided that includes imitation and trial
3
Response and error. Adequacy of
performance is achieved by
practicing.
Basic proficiency, the ability to
perform a complex motor skill.
This is the intermediate stage in
learning a complex skill. Learned
4 Mechanism
responses have become habitual
and the movements can be
performed with some confidence
and proficiency.
Table 2: Psychomotor domain
Action verbs which describe
Examples of activity or demonstration and evidence to
the activity to be trained or
be measured
measured at each level.
Use and/or selection of senses to absorb data for guided
movement
Examples: Detects non-verbal communication cues. Estimate
where a ball will land after it is thrown and then moving to the Chooses, describes, detects,
correct location to catch a ball. Adjust heat of stoves to correct differentiates, distinguishes,
temperature by smell and taste of food. Adjusts the heights of feels, hears, identifies, isolates,
the forks on the forklift by comparing where the forks are in notices, recognises, relates,
relation to the pallet. selects, separates, touches
“By the end of the music theatre programme, students will be
able to relate types of music to particular dance steps.”
Mental, physical or emotional preparation before experience or
task
Example: Knows and acts upon a sequence of steps in a
manufacturing process. Recognise one’s abilities and
Arranges, begins, displays,
limitations. Show desire to learn a new process (motivation).
explains, gets set, moves,
NOTE: This subdivision of Psychomotor is closely related with
prepares, proceeds, reacts,
the “Responding to phenomena” subdivision of the Affective
shows, states, volunteers,
domain.
responds, starts
“By the end of the physical education programme, students
will be able to demonstrate the proper stance for batting a
ball.”
Imitate or follow instruction, trial and error. Assembles, builds, calibrates,
Examples: Performs a mathematical equation as constructs, copies, dismantles,
demonstrated. Follow instructions to build a model. Responds displays, dissects, fastens, fixes,
hand-signals of instructor while learning to operate a forklift. follows, grinds, heats, imitates,
manipulates, measure, mends,
“By the end of the physical education programme, student will mixes, reacts, reproduces,
be able to perform a golf swing as demonstrated by the responds, sketches, traces,
instructor.” tries.
Assembles, builds, calibrates,
Competently respond to stimulus for action.
completes, constructs,
Examples: Use a personal computer. Repair a leaking faucet.
dismantles, displays, fastens,
Drive a car.
fixes, grinds, heats, makes,
manipulates, measures, mends,
“By the end of the biology programme, students will be able to
mixes, organises, performs,
assemble laboratory equipment appropriate for experiments.”
shapes, sketches.
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 Expert proficiency, the
intermediate stage of learning a
complex skill.
The skilful performance of motor
acts that involve complex
Complex movement patterns.
5 Overt Proficiency is indicated by a
Response quick, accurate, and highly
coordinated performance,
requiring a minimum energy. This
category includes performing
without hesitation, and automatic
performance.
Adaptable proficiency, a learner’s
ability to modify motor skills to fit
new situation.
6 Adaptation Skills are well developed and the
individual can modify movement
patterns to fit special
requirements.
Creative proficiency, a learner’s
ability to create new movement
patterns.
Creating new movement patterns
7 Origination to fit a particular situation or
specific problem.
Learning outcomes to emphasize
creativity based upon highly
developed skills.
Assembles, builds, calibrates,
constructs, coordinates,
demonstrates, dismantles,
Execute a complex process with expertise. displays, dissects, fastens, fixes,
Examples: Manoeuvres a car into a tight parallel parking spot. grinds, heats, makes,
Operate a computer quickly and accurately. Display manipulates, measures, mends,
competence while playing the piano. mixes, organises, sketches.
“By the end of the industrial education programme, students NOTE: the key words are the
will be able to demonstrate proper use of woodworking tools same as Mechanism, but will
to high schools students.” have adverb or adjectives that
indicate that the performance is
quicker, better more accurate
etc.
Alter response to reliably meet varying challenges.
Examples: Responds effectively to unexpected experiences.
Modifies instruction to meet the needs of the learners. Perform
Adapts, adjusts, alters, changes,
a task with a machine that was not originally intended to do
integrates, rearranges,
(machine is not damaged and there is no danger in performing
reorganises, revises, solves,
a new task).
varies.
By the end of the industrial education programme, students
will be able to adapt their lessons on woodworking skills for
disabled students.”
Develop and execute new integrated responses and activities. Arranges, builds, combines,
composes, constructs, creates,
Examples: Constructs new theory. Develops a new and designs, formulates, initiate,
comprehensive training programme. Create new gymnastic makes, modifies, originates, re-
routine. designs, trouble-shoots.
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 Table 3: Affective domain levels
Level Category Description
The student passively attends to particular
phenomena or stimuli [classroom activities,
textbook, music, etc.]. The teacher’s concern
is that the student’s attention is focused.
1 Receiving Intended outcomes include the pupil’s
awareness that a thing exist. Emphasis is on
awareness, willingness to hear, selected
attention.
The student actively participates. The pupil
not only attends to the stimulus but reacts in
some way.
Emphasis is on active participation on the
2 Responding
part of the learners. Learning outcomes may
emphasize compliance in responding,
willingness to respond, or satisfaction in
responding (motivation).
The worth a student attaches to a particular
object, phenomenon, or behaviour. Ranges
from acceptance to commitment (e.g.,
assumes responsibility for the functioning of
3 Valuing a group). Attitudes and appreciation.
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.
Brings together different values, resolving
conflicts among them, and starting to build
an internally consistent value system-
comparing, relating and synthesizing values
4 Organisation and developing a philosophy of life.
Organizes values into priorities by
contrasting different systems.
The emphasis is on comparing, relating, and
synthesizing values
Examples Action verbs
Listens attentively, shows sensitivity to social
Attends, accepts, asks,
problems.
chooses, describes, follows,
Listen to others with respect.
gives, holds, identifies, listens,
Listens for and remembers the name of newly.
locates, names, points to,
selects, selectively attends to,
“By the end of the lesson, students will listen
replies, uses.
attentively to ideas from their team members.”
Completes homework, obeys rules, participates
in class discussion, show interest in subject, and
Acclaims, aids, answers,
enjoys helping others.
applauds, approves, assists,
Gives a presentation. Questions new ideals,
complies, conforms, discusses,
concepts, models, in order to fully understand
greets, helps, labels,
them. Knows safety rules and practices them.
performs, practices, presents,
reads, recites, reports,
“By the end of the lesson, students will be able
selects, tells, writes,
to perform a quick check on their team
volunteers.
participation performance.”
Demonstrates belief in democratic processes, Assists, completes, debates,
appreciates the role of science in daily life, demonstrates,
shows concern for others' welfare, and denies, differentiates,
demonstrates a problem-solving approach. explains, follows, forms,
Is sensitive towards individual and cultural increases proficiency in,
differences (value diversity). Shows the ability initiates, invites, joins,
to solve problems. Proposes a plan to bring justifies, proposes, protests,
about social improvement and follows through reads, relinquishes, reports,
with commitment. selects, shares, studies,
Informs management on strongly felt matters. supports, works.
“By the end of the program, students will be
able to demonstrate the scientific approach
when resolving physical issues.
Accommodates, adheres,
Recognizes the need for balance between
alters, arranges, balances,
freedom and responsible behaviour,
combines, compares,
understands the role of systematic planning in
completes, defends, explains,
solving problems; accepts responsibility for own
formulates, generalizes,
behaviour. Explains the role of systematic
identifies, integrates, modifies,
planning in solving problems. Accepts
orders, organizes, prepares,
professional ethical standards. Creates a life
relates, synthesizes.
plan in harmony with abilities, interests, and
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At this level, the person has held a value
system for a sufficiently long time to control
his/her behaviour, has developed a
Internalising
characteristic "life style." Behaviour is
values:
pervasive, consistent, predictable, and most
5 Characterisation
importantly, characteristic of the learner.
by Value or
Instructional objectives are concerned with
Value Complex
the student's general patterns of adjustment
(personal, social, emotional).
beliefs. Prioritizes time effectively to meet the
needs of the organization, family, and self.
“By the end of the environmental studies
program, students will be able to organize the
conservation efforts of urban, suburban and
rural communities.”
Concerned with personal, social, and emotional
adjustment: displays self-reliance in working
independently, cooperates in group activities
(displays teamwork), maintains good health
habits. Acts, discriminates,
Uses an objective approach in problem solving. displays, influences,
Displays a professional commitment to ethical interprets, listens, maintains
practice on a daily basis. Revises judgments objectivity, modifies,
and changes behaviour in light of new evidence. performs, practices, proposes,
Values people for what they are, not how they qualifies, questions, respects,
appear. revises, serves, solves, uses
evidence, verifies.
“By the end of the counselling program,
students will be able to objectively interpret
evidence presented by clients during a therapy
session.
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