Blooms Taxonomy MCQs

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Objective MCQs, Topic Wise

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Educational Psychology
Blooms Taxonomy
Prepared by:
Muhammad Naseer Khan
Subject Speciali
1. The number of domains in taxonomies of educational objectives
is:
A. Two
B. Three
C. Five
D. Six
Answer: B
2. The highest level of cognitive domain is:
A. Synthesis
B. Analysis
C. Comprehension
D. Evaluation
Answer: D
3. The process of determining value or worth of something is:
A. Test
B. Measurement
C. Assessment
D. Evaluation
Answer: D
4. Educational objectives have been divided into:
A. Two domains
B. Three domains
C. Four domains
D. Five domains
Answer: B
5. Taxonomy of educational objectives was presented in:
A. 1946
B. 1956
C. 1966
D. 1976
Answer: B
6. The classification of cognitive domain was presented by:
A. Benjamin S. Bloom
B. Skinner
C. Krathwal
D. Simpson
Answer: A
7. Cognitive domain has _____ sub groups.
A. 2
B. 3
C. 5
D. 6
Answer: D
8. The lowest level of learning in Cognitive Domain is:
A. Comprehension
B. Application
C. Evaluation
D. Knowledge
Answer; D
9. The highest level of learning in Cognitive domain is:
A. Evaluation
B. Synthesis
C. Analysis
D. Application
Answer; A
10. Knowing, memorizing and recalling is concerned with:

A. Comprehension
B. Application
C. Knowledge
D. Evaluation
Answer: C
11. The right sequence of sub groups of cognitive domain is:
Answer: is
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
12. To grasp the meanings of material is:
A. Comprehension
B. Application
C. Knowledge
D. Synthesis
Answer; A
13. To use previous learned material in new situation is:
A. Comprehension
B. Application
C. Knowledge
D. Analysis
Answer; B
14. To break down material into its components or parts to

know its organizational structure is:
A. Comprehension
B. Application
C. Analysis
D. Synthesis
Answer: C
15. To put ideas together to form a new whole is:
A. Evaluation
B. Synthesis
C. Analysis
D. Application
Answer: B
16. To know the worth or value of material is:
A. Analysis
B. Application
C. Knowledge
D. Evaluation
Answer: D
17. Intellectual skills are reflected by:
A. Cognitive domain
B. Affective domain
C. Psychomotor domain
D. None of the above
Answer: A
18. Attitudes, values and interests are reflected by:
A. Cognitive domain
B. Affective domain
Answer: B
19. Which domain is concerned with the physical or motor
skills?
A. Cognitive domain
B. Affective domain
Answer: C
20. The focus of cognitive domain is:
A. Physical or motor skills

B. Intellectual skills
C. Attitudes and interests
Answer: B
21. The Affective Domain was classified by:
A. Benjamin S. Blooms
B. Simpson
C. Krathwal
D. Burner
Answer: C
22. Affective domain is classified into ____ groups.
A. 3
B. 4
C. 5
D. 6
Answer: C
23. The lowest level of learning in affective domain is:
A. Responding
B. Valuing
C. Attending
D. Organization
Answer: C
24. Which is placed at the highest level in Affective Domain?
A. Attending
B. Responding
C. Organization
D. Characterization
Answer: D
25. Right order of sub groups of affective domain is:

Answer is:
 Attending
 Responding
 Valuing
 Organization
 Characterization
26. Willingness to attend a particular phenomena is:
A. Attending or receiving
B. Responding
C. Valuing
D. Organization
Answer: A
27. Which sub group of affective domain focuses on active

participation?
B. Responding
C. Valuing
D. Organization
Answer: B
28. Bringing together different values into a consistent value

system is:
B. Responding
C. Valuing
D. Organization
Answer: D
29. Affective domain focuses on adoption of value system as a

part of life style in:
A. Responding
B. Valuing
C. Organization
D. Characterization
Answer: D
30. Psychomotor domain was classified by:
B. Simpson
C. Skinner
Answer: B
31. Psychomotor domain was classified by Simpson in:
A. 1962
B. 1972
C. 1982
D. 1992
Answer: B
32. Affective domain was divided into sub groups by Krathwal in
the year____
A. 1954
B. 1964
C. 1974
D. 1984
Answer: B
33. Psychomotor domain was divided by Simpson in ____ ___

sub groups.
A. 4
B. 5
C. 6
D. 7
Answer: D
34. The characteristic of behavioral objective is:
A. Observable and immeasurable

B. None observable
C. Observable and measureable
Answer: C
35. The right sequence of sub groups of psychomotor domain is:

Answer is:
 Perception
 Set
 Guided response
 Mechanism
 Complex overt response
 Adaptation
 Origination
36. Blooms taxonomy was revised in the year:
A. 2000
B. 2010
C. 2015
D. 2020
Answer: A
37. The lowest level in revised Blooms Taxonomy is:
A. Remember
B. Understand
C. Apply
D. Create
Answer: A
38. Highest level in revised Blooms Taxonomy is:
A. Remember
B. Understand
C. Apply
D. Create
Answer: D
39. The right sequence of objectives of the revised Blooms

Taxonomy is:
Answer is:
 Remember
 Understand
 Apply
 Analyze
 Evaluate
 Create
40. Dave presented his psychomotor domain in the year:

A. 1950
B. 1960
C. 1970
D. 1980
Answer: C
41. Simplest level in Dave’s psychomotor domain is:
A. Imitation
B. Manipulation
C. Precision
D. Naturalization
Answer: A
42. Complex level in Dave’s psychomotor domain is:
A. Imitation
B. Manipulation
C. Precision
D. Naturalization
Answer: D
43. The right sequence of Dave’s levels of psychomotor domain

is:
Answer is:
 Imitation
 Manipulation
 Precision
 Articulation
 Naturalization
44. Dave has divided the levels of objectives in his psychomotor

domain in ____ categories.
A. 2
B. 3
C. 4
D. 5
Answer: D
45. At knowledge level, students will:
A. Argue the point

B. Recall the information
C. Categorize topics
D. Calculate distances
Answer: B
46. Which type of question is a sample of evaluation?
A. Do you agree with the actions, why?

B. What source can you use to support your opinion?
C. Why was it better?
D. All of the above
Answer: D
47. What can you invent or design is a sample of:
A. Knowledge
B. Comprehension
C. Application
D. Synthesis
Answer: D
48. Defend the actions of the main character, what level of

Blooms Taxonomy is this?
A. Evaluation
B. Comprehension
C. Analysis
D. None of these
Answer; C
49. Infer, follow, interpret, comprehend, summarize,
demonstrate, cite and interpolate are all verbs representing
what level of Bloom’s Taxonomy?
A. Application
B. Knowledge
C. Synthesis
D. Comprehension
Answer: D
50. If students construct a model to show how something

works, they are:
A. Evaluating
B. Applying
C. Synthesizing
Answer; B
51. What is the first level beyond comprehension?
A. Applying
B. Creating
C. Remembering
D. Analyzing
Answer; A
52. Find, define, recall and name are the action verbs of:
A. Remembering
B. Understanding
C. Analyzing
D. Creating
Answer; A
53. Lower order thinking skill does not include:
A. Remembering
B. Understanding
C. Analyzing
D. Applying
Answer: C
54. What is the lowest level of thinking of the updated Bloom’s

Taxonomy?
A. Understanding
B. Remembering
C. Knowledge
D. Creating
Answer; B
55. In Bloom’s Taxonomy, remembering, understanding and

applying are:
A. Higher order thinking

B. Lower order thinking
C. Both of the above
Answer; B
56. In Bloom’s Taxonomy, analyzing, evaluating and creating

are:
A. Higher order thinking

B. Lower order thinking
C. Both of the above
Answer: A
57. Which of the following description works best for the

taxonomic level of remember?
A. Find information
B. Make sense of information
C. Use information in a new situation
Answer: A

taxonomic level of understand?
A. Find information
Answer: B

taxonomic level of apply?
A. Find information
Answer: C

taxonomic level of analyze?
A. Break information down into parts and explore relationships

B. Critically examine information and make judgments
C. Use information to make something new
Answer: A

taxonomic level of create?
A. Break information down into parts and explore relationships

B. Critically examine information and make judgments
C. Use information to make something new
Answer: C
62. Different verbs are used for different taxonomic levels.

Which level corresponds to the verb calculate?
A. Remember
B. Understand
C. Apply
D. Create
Answer: C

Which level corresponds to the verb summarize?
A. Remember
B. Understand
C. Apply
D. Create
Answer: B

Which level corresponds to the verb describe?
A. Remember
B. Understand
C. Apply
D. Create
Answer: A

Which level corresponds to the verb criticize?
A. Remember
B. Understand
C. Evaluate
D. Create
Answer: C

Which level corresponds to the verb categorize?
A. Remember
B. Understand
C. Analyze
D. Create
Answer: C

Which level corresponds to the verb design?
A. Remember
B. Understand
C. Analyze
D. Create
Answer: D
68. The verb explain can be used to write objectives which aim
at the taxonomic level of:
A. Remember
B. Understand
C. Analyze
D. Create
Answer: B
69. The verb organize can be used to write objectives which aim
A. Remember
B. Understand
C. Analyze
D. Create
Answer: C
70. The verb use can be used to write objectives which aim at
the taxonomic level of:
A. Remember
B. Apply
C. Analyze
D. Create
Answer: B
71. The verb invent can be used to write objectives which aim
A. Remember
B. Apply
C. Analyze
D. Create
Answer: D
72. The verb judge can be used to write objectives which aim at
the taxonomic level of:
A. Remember
B. Apply
C. Analyze
D. Evaluate
Answer: D
73. The action verbs define, describe, find, identify, indicate,

label, list, match, name, recall, recite, select, state, tell,
underline, write, what, when, who, etc. are the examples of:
A. Knowledge level
B. Evaluation level
C. Application level
D. Analysis level
Answer; A
74. The action verbs compare, comprehend, contrast,

demonstrate, explain, expound, illustrate, outline, predict,
paraphrase etc. are appropriate for:
A. Comprehension level
B. Evaluation level
D. Analysis level
Answer; A
75. The action verbs apply, construct, classify, develop,

organize, solve, test, use, utilize etc. are examples of:
B. Evaluation level
D. Analysis level
Answer; C
76. The action verbs like analyze, assume, breakdown, classify,

compare, contrast, dissect, discriminate, distinguish, divide,
inspect, examine, infer, reason, recognize, separate, simplify etc.
are the examples of:
B. Evaluation level
D. Analysis level
Answer; D
77. The verbs like build, create, combine, compose, compile,

construct, design, derive, formulate, produce, plan, suggest, etc.
are the examples of:
B. Evaluation level
C. Synthesis level
D. Analysis level
Answer; C
78. The verbs like appraise, accept, reject, check, conclude,

criticize, evaluate, interpret, justify, discriminate, judge, rank
etc. are the examples of:
B. Evaluation level
C. Synthesis level
D. Analysis level
Answer; B
79. Solo Taxonomy has ____ levels.
A. 2
B. 3
C. 4
D. 5
Answer: C
Pre Structural level is mostly not considered in it’s level. It is

considered just for the understanding of taxonomy.
80. SOLO stands for _____________

Answer: Structure of Observed Learning Outcomes
81. SOLO Taxonomy was presented by:
B. Krathwal
C. Bigs and Collis
Answer; C
82. Two or more aspects are understood in:

A. Unistructural level
B. Multistructural level
C. Relational level
D. Extended abstract level
Answer: B
83. One aspect is understood in:
C. Relational level
Answer: A
84. At ____ level student is able to understand the different

parts of the aspects in relationship with one another.
C. Relational level
Answer: C
85. AT this level, students are able to propose new concepts and
ideas on the bases of the subjects taught.
C. Relational level
Answer: D
Bloom's Taxonomy was created in 1956 under the leadership of

educational psychologist Dr Benjamin Bloom in order to promote
higher forms of thinking in education, such as analyzing and
evaluating concepts, processes, procedures, and principles, rather
than just remembering facts (rote learning). It is most often used
when designing educational, training, and learning processes.
The Three Domains of Learning
The committee identified three domains of educational activities

or learning (Bloom, et al. 1956):
o Cognitive: mental skills (knowledge)

o Affective: growth in feelings or emotional areas (attitude or self)
o Psychomotor: manual or physical skills (skills)
Since the work was produced by higher education, the words tend to
be a little bigger than we normally use. Domains may be thought of
as categories. Instructional designers, trainers, and educators often
refer to these three categories as KSA
(Knowledge [cognitive], Skills [psychomotor],
and Attitudes [affective]). This taxonomy of learning behaviors may
be thought of as “the goals of the learning process.” That is, after a
learning episode, the learner should have acquired a new skill,
knowledge, and/or attitude.
While the committee produced an elaborate compilation for the

cognitive and affective domains, they omitted the psychomotor
domain. Their explanation for this oversight was that they have little
experience in teaching manual skills within the college level.
However, there have been at least three psychomotor
models created by other researchers.
Background Information
In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst,

Walter Hill, and David Krathwohl published a framework for categorizing
educational goals: Taxonomy of Educational Objectives. Familiarly known
as Bloom’s Taxonomy, this framework has been applied by generations of
K-12 teachers and college instructors in their teaching.
The framework elaborated by Bloom and his collaborators consisted of six
major categories: Knowledge, Comprehension, Application, Analysis,
Synthesis, and Evaluation. The categories after Knowledge were presented
as “skills and abilities,” with the understanding that knowledge was the
necessary precondition for putting these skills and abilities into practice.
While each category contained subcategories, all lying along a continuum
from simple to complex and concrete to abstract, the taxonomy is
popularly remembered according to the six main categories.
The Original Taxonomy (1956)
Here are the authors’ brief explanations of these main categories in from
the appendix of Taxonomy of Educational Objectives (Handbook One, pp.
201-207):
 Knowledge “involves the recall of specifics and universals, the recall

of methods and processes, or the recall of a pattern, structure, or
setting.”
 Comprehension “refers to a type of understanding or apprehension

such that the individual knows what is being communicated and can
make use of the material or idea being communicated without
necessarily relating it to other material or seeing its fullest
implications.”
 Application refers to the “use of abstractions in particular and

concrete situations.”
 Analysis represents the “breakdown of a communication into its

constituent elements or parts such that the relative hierarchy of ideas
is made clear and/or the relations between ideas expressed are made
explicit.”
 Synthesis involves the “putting together of elements and parts so as

to form a whole.”
 Evaluation engenders “judgments about the value of material and
methods for given purposes.”
The 1984 edition of Handbook One is available in the CFT Library in

Calhoun 116. See its ACORN record for call number and availability.
Barbara Gross Davis, in the “Asking Questions” chapter of Tools for
Teaching, also provides examples of questions corresponding to the six
categories. This chapter is not available in the online version of the book,
but Tools for Teaching is available in the CFT Library. See its ACORN
record for call number and availability.
The Revised Taxonomy (2001)

While each category contained subcategories, all lying along a continuum
from simple to complex and concrete to abstract, the taxonomy is
popularly remembered according to the six main categories.
A group of cognitive psychologists, curriculum theorists and instructional
researchers, and testing and assessment specialists published in 2001 a
revision of Bloom’s Taxonomy with the title A Taxonomy for Teaching,
Learning, and Assessment. This title draws attention away from the
somewhat static notion of “educational objectives” (in Bloom’s original
title) and points to a more dynamic conception of classification.
The authors of the revised taxonomy underscore this dynamism, using
verbs and gerunds to label their categories and subcategories (rather than
the nouns of the original taxonomy). These “action words” describe the
cognitive processes by which thinkers encounter and work with
knowledge.
Course Objectives
Bloom’s Taxonomy is a hierarchical classification of the different levels of
thinking, and should be applied when creating course objectives. Course
objectives are brief statements that describe what students will be
expected to learn by the end of the course. Many instructors have learning
objectives when developing a course. However, many instructors do not
write learning objectives. The full power of learning objectives is realized
when the learning objectives are explicitly stated. Writing clear learning
objectives are critical to creating and teaching a course.
Evolution and Application

Read this Ultimate Guide to gain a deep understanding of Bloom's
taxonomy, how it has evolved over the decades and how it can be
effectively applied in the learning process to benefit both educators and
learners.
Bloom's Taxonomy was created in 1956 under the leadership of

educational psychologist Dr Benjamin Bloom in order to promote
higher forms of thinking in education, such as analyzing and
evaluating concepts, processes, procedures, and principles, rather
than just remembering facts (rote learning). It is most often used
when designing educational, training, and learning processes.
The Three Domains of Learning
The committee identified three domains of educational activities

or learning (Bloom, et al. 1956):
o Cognitive: mental skills (knowledge)

o Affective: growth in feelings or emotional areas (attitude or self)
o Psychomotor: manual or physical skills (skills)
The cognitive domain involves knowledge and the development of

intellectual skills (Bloom, 1956). This includes the recall or
recognition of specific facts, procedural patterns, and concepts that
serve in the development of intellectual abilities and skills. There are
six major categories of cognitive an processes, starting from the
simplest to the most complex (see the table below for an in-depth
coverage of each category):
o Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o Evaluation
Bloom's Revised Taxonomy
Lorin Anderson, a former student of Bloom, and David Krathwohl

revisited the cognitive domain in the mid-nineties and made some
changes, with perhaps the three most prominent ones being
(Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths,
Wittrock, 2000):
Table of the Revised Cognitive Domain
Examples, key words (verbs), and

Category
technologies for learning (activities)
Examples: Recite a policy. Quote prices

from memory to a customer. Recite the
safety rules.
Key Words: defines, describes,

Remembering: Recall or
identifies, knows, labels, lists, matches,
retrieve previous learned
names, outlines, recalls, recognizes,
information.
reproduces, selects, states
Technologies: book marking, flash cards,

rote learning based on repetition,
reading
Examples: Rewrite the principles of test
Understanding: writing. Explain in one's own words the
Comprehending the steps for performing a complex task.
meaning, translation, Translate an equation into a computer
interpolation, and spreadsheet.
interpretation of
instructions and problems. Key Words: comprehends, converts,
State a problem in one's defends, distinguishes, estimates,
own words. explains, extends, generalizes, gives an
example, infers, interprets, paraphrases,
predicts, rewrites, summarizes,
translates
Technologies: create an analogy,

participating in cooperative learning,
taking notes, storytelling, Internet
search
Examples: Use a manual to calculate an
employee's vacation time. Apply laws of
Applying: Use a concept in statistics to evaluate the reliability of a
a new situation or written test.
unprompted use of an
Key Words: applies, changes, computes,
abstraction. Applies what
constructs, demonstrates, discovers,
was learned in the
manipulates, modifies, operates,
classroom into novel
predicts, prepares, produces, relates,
situations in the work
shows, solves, uses
place.
Technologies: collaborative learning,
create a process, blog, practice
Examples: Troubleshoot a piece of
equipment by using logical deduction.
Recognize logical fallacies in
reasoning. Gathers information from a
Analyzing: Separates department and selects the required
material or concepts into tasks for training.
component parts so that
Key Words: analyzes, breaks down,
its organizational structure
compares, contrasts, diagrams,
may be understood.
deconstructs, differentiates,
Distinguishes between
discriminates, distinguishes, identifies,
facts and inferences.
illustrates, infers, outlines, relates,
selects, separates
Technologies: Fishbowls, debating,

questioning what happened, run a test
Examples: Select the most effective
solution. Hire the most qualified
candidate. Explain and justify a new
budget.
Evaluating: Make
Key Words: appraises, compares,
judgments about the value
concludes, contrasts, criticizes, critiques,
of ideas or materials.
defends, describes, discriminates,
evaluates, explains, interprets, justifies,
relates, summarizes, supports
Technologies: survey, blogging

Examples: Write a company operations
or process manual. Design a machine to
perform a specific task. Integrates
training from several sources to solve a
problem. Revises and process to
Creating: Builds a structure improve the outcome.
or pattern from diverse
elements. Put parts Key Words: categorizes, combines,
together to form a whole, compiles, composes, creates, devises,
with emphasis on creating designs, explains, generates, modifies,
a new meaning or organizes, plans, rearranges,
structure. reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells,
writes
Technologies: Create a new model,

write an essay, network with others
The affective domain is one of three domains in Bloom's Taxonomy,

with the other two being the cognitive and psychomotor (Bloom, et
al., 1956). For an overview of the three domains, see
the introduction.
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the

manner in which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasms, motivations,
and attitudes. The five major categories are listed from the simplest
behavior to the most complex:
Category Example and Key Words (verbs)
Examples: Listen to others

with respect. Listen for and
remember the name of
Receiving Phenomena: Awareness, newly introduced people.
willingness to hear, selected attention. Key Words: acknowledge,
asks, attentive, courteous,
dutiful, follows, gives,
listens, understands
Examples: Participates in
class discussions. Gives a
Responds to Phenomena: Active presentation. Questions new
participation on the part of the ideals, concepts, models, etc.
learners. Attend and react to a in order to fully understand
particular phenomenon. Learning them. Know the safety rules
outcomes may emphasize compliance and practice them.
in responding, willingness to respond, Key Words: answers, assists,
or satisfaction in responding aids, complies, conforms,
(motivation). discusses, greets, helps,
labels, performs, presents,
tells
Valuing: The worth or value a person Examples: Demonstrates
attaches to a particular object, belief in the democratic
phenomenon, or behavior. This ranges process. Is sensitive towards
from simple acceptance to the more individual and cultural
complex state of commitment. Valuing differences (value diversity).
is based on the internalization of a set Shows the ability to solve
of specified values, while clues to problems. Proposes a plan to
these values are expressed in the social improvement and
learner's overt behavior and are often follows through with
identifiable. commitment. Informs
management on matters that
one feels strongly about.
Key Words: appreciates,

cherish, treasure,
demonstrates, initiates,
invites, joins, justifies,
proposes, respect, shares
Examples: Recognizes the
need for balance between
freedom and responsible
behavior. Explains the role of
systematic planning in
Organization: Organizes values into solving problems. Accepts
priorities by contrasting different professional ethical
values, resolving conflicts between standards. Creates a life plan
them, and creating an unique value in harmony with abilities,
system. The emphasis is on interests, and beliefs.
comparing, relating, and synthesizing Prioritizes time effectively to
values. meet the needs of the
organization, family, and
self.
Key Words: compares,

relates, synthesizes
Internalizes Values (characterization): Examples: Shows self-
Has a value system that controls their reliance when working
behavior. The behavior is pervasive, independently. Cooperates
consistent, predictable, and most in group activities (displays
important characteristic of the teamwork). Uses an
learner. Instructional objectives are objective approach in
concerned with the student's general problem solving. Displays a
patterns of adjustment (personal, professional commitment to
social, emotional). ethical practice on a daily
basis. Revises judgments and
changes behavior in light of
new evidence. Values people
for what they are, not how
they look.
Key Words: acts,

discriminates, displays,
influences, modifies,
performs, qualifies,
questions, revises, serves,
solves, verifies
The psychomotor domain (Simpson, 1972) 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. Thus, psychomotor skills rage from manual tasks, such as
digging a ditch or washing a car, to more complex tasks, such as
operating a complex piece of machinery or dancing.
The seven major categories are listed from the simplest behavior to
the most complex:
The psychomotor domain (Simpson, 1972) 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. Thus, psychomotor skills rage from manual tasks, such as
digging a ditch or washing a car, to more complex tasks, such as
operating a complex piece of machinery or dancing.
The seven major categories are listed from the simplest behavior to
the most complex:
Examples: Detects non-verbal

communication cues. Estimate
where a ball will land after it is
thrown and then moving to the
correct location to catch the ball.
Perception (awareness): The Adjusts heat of stove to correct
ability to use sensory cues to temperature by smell and taste of
guide motor activity. This ranges food. Adjusts the height of the
from sensory stimulation, forks on a forklift by comparing
through cue selection, to where the forks are in relation to
translation. the pallet.
Key Words: chooses, describes,

detects, differentiates,
distinguishes, identifies, isolates,
relates, selects.
Examples: Knows and acts upon a
sequence of steps in a
manufacturing process. Recognize
one's abilities and limitations.
Set: Readiness to act. It includes Shows desire to learn a new
mental, physical, and emotional process (motivation). NOTE: This
sets. These three sets are subdivision of Psychomotor is
dispositions that predetermine a closely related with the
person's response to different “Responding to phenomena”
situations (sometimes called subdivision of the Affective
mindsets). domain.
Key Words: begins, displays,

explains, moves, proceeds, reacts,
shows, states, volunteers.
Guided Response: The early Examples: Performs a
stages in learning a complex skill mathematical equation as
that includes imitation and trial demonstrated. Follows
and error. Adequacy of instructions to build a model.
performance is achieved by Responds hand-signals of
practicing. instructor while learning to
operate a forklift.
Key Words: copies, traces, follows,

react, reproduce, responds
Examples: Use a personal
Mechanism (basic proficiency): computer. Repair a leaking faucet.
This is the intermediate stage in Drive a car.
learning a complex skill. Learned
responses have become habitual Key Words: assembles, calibrates,
and the movements can be constructs, dismantles, displays,
performed with some confidence fastens, fixes, grinds, heats,
and proficiency. manipulates, measures, mends,
mixes, organizes, sketches.
Complex Overt Response
(Expert): The skillful Examples: Maneuvers a car into a
performance of motor acts that tight parallel parking spot.
involve complex movement Operates a computer quickly and
patterns. Proficiency is indicated accurately. Displays competence
by a quick, accurate, and highly while playing the piano.
coordinated performance,
Key Words: assembles, builds,
requiring a minimum of
calibrates, constructs, dismantles,
energy. This category includes
displays, fastens, fixes, grinds,
performing without hesitation,
heats, manipulates, measures,
and automatic performance. For
mends, mixes, organizes, sketches.
example, players are often utter
sounds of satisfaction or NOTE: The Key Words are the
expletives as soon as they hit a same as Mechanism, but will have
tennis ball or throw a football, adverbs or adjectives that indicate
because they can tell by the feel that the performance is quicker,
of the act what the result will better, more accurate, etc.
produce.
Examples: Responds effectively to
unexpected experiences. Modifies
instruction to meet the needs of
the learners. Perform a task with a
Adaptation: Skills are well machine that it was not originally
developed and the individual can intended to do (machine is not
modify movement patterns to fit damaged and there is no danger in
special requirements. performing the new task).
Key Words: adapts, alters,

changes, rearranges, reorganizes,
revises, varies.
Examples: Constructs a new
theory. Develops a new and
Origination: Creating new comprehensive training
movement patterns to fit a programming. Creates a new
particular situation or specific gymnastic routine.
problem. Learning outcomes
emphasize creativity based upon Key Words: arranges, builds,
highly developed skills. combines, composes, constructs,
creates, designs, initiate, makes,
originates.
Other Psychomotor Domain Taxonomies
As mentioned earlier, the committee did not produce a compilation

for the psychomotor domain model, but others have. The one
discussed above is by Simpson (1972). There are two other popular
versions by Dave (1970) and Harrow (1972):
Dave (1975):
Imitation — Observing and Examples: Copying a work of art.

patterning behavior after Performing a skill while observing a
someone else. Performance demonstrator.
may be of low quality.
Key Words: copy, follow, mimic,
repeat, replicate, reproduce, trace
Examples: Being able to perform a skill
Manipulation — Being able on one's own after taking lessons or
to perform certain actions reading about it. Follows instructions
by memory or following to build a model.
instructions. Key Words: act, build, execute,
perform
Examples: Working and reworking
something, so it will be “just right.”
Precision — Refining, Perform a skill or task without
becoming more exact. assistance. Demonstrate a task to a
Performing a skill within a beginner.
high degree of precision
Key Words: calibrate, demonstrate,
master, perfectionism
Examples: Combining a series of skills
to produce a video that involves music,
Articulation — Coordinating drama, color, sound, etc. Combining a
and adapting a series of series of skills or activities to meet a
actions to achieve harmony novel requirement.
and internal consistency. Key Words: adapt, constructs,
combine, creates, customize, modifies,
formulate
Naturalization — Mastering Examples: Maneuvers a car into a tight
a high level performance parallel parking spot. Operates a
until it become second- computer quickly and accurately.
nature or natural, without Displays competence while playing the
needing to think much piano. Michael Jordan playing
about it. basketball or Nancy Lopez hitting a golf
ball.
Key Words: create, design, develop,

invent, manage, naturally
Harrow (1972):
Reflex Movements — Examples: instinctive response

Reactions that are not learned,
such as a involuntary reaction Key Words: react, respond
Fundamental Movements — Examples: perform a simple task

Basic movements such as Key Words: grasp an object, throw a
walking, or grasping. ball, walk
Perceptual Abilities — Examples: track a moving object,

Response to stimuli such as recognize a pattern
visual, auditory, kinesthetic, or Key Words: catch a ball, draw or
tactile discrimination. write
Physical Abilities (fitness) — Examples: gain strength, run a
Stamina that must be marathon
developed for further
development such as strength Key Words: agility, endurance,
and agility. strength
Examples: Using an advanced series

Skilled movements — of integrated movements, perform a
Advanced learned movements role in a stage play or play in a set of
as one would find in sports or series in a sports game.
acting. Key Words: adapt, constructs,
creates, modifies
Nondiscursive Examples: Express one's self by
communication — Use using movements and gestures
effective body language, such
as gestures and facial Key Words: arrange, compose,
expressions. interpretation
SOLO taxonomy as an alternative to Bloom's Taxonomy

In 1982, Biggs and Collis devised The SOLO Taxonomy (Structure of
Observed Learning Outcomes) as an alternative of Bloom’s Taxonomy
(Cognitive Domain). From several decades, Bloom’s Taxonomy has been
used to build learning and teaching strategies. Bloom’s classifies learning
from simply memorizing to more complex cognitive process such as
evaluating and analyzing.
The Solo Taxonomy offers a measure of understanding

of thinking or cognitive learning outcomes that most of the teachers feel
comfortable adopting. The hierarchical model of Solo Taxonomy
is comprehensive, provided with objective criteria, and used for a variety
of subjects and for a variety of assignments. Teachers like how SOLO
indicates student learning using diverse material in levels of increasing
structural complexity, and that these levels show a similar pattern across
tasks.
(Acquired from Biggs, 2011)
Solo Taxonomy Levels:
1. Pre-structural level
This is an incompetent stage, where learner does not know anything about
the task or the subject. At this stage, the student simply gets unconnected
information, which has no sense or organization. The student remains
unable to understand the information; hence, he does not demonstrate
understanding.
2. Unistructural level
This is a stage, when learner knows just a single relevant aspect of a task
or a subject. At this stage, the student only knows about the basic concept
of the task or the subject. Therefore, a student can make easy and
apparent connections; but, he does not know the broader significance of
the information. The students' response indicates concrete understanding
of the task, but it pays attention to only one relevant aspect.
3. Multistructural level
At this stage, the student knows numerous relevant independent aspects.
Although, the learners understand the relationship between different
aspects but it's relationship to the whole remains unclear. Concepts and
ideas about a topic are not connected. The students can make several
connections, but they do not understand the significance of the whole.
The students’ response is based upon some relevant aspects, but their
responses are treated independently.
4. Relational level
This is a stage where aspects of knowledge are combined to form a
structure. At this stage, the student is able to understand the importance
of different parts in relation to one whole. Concepts and Ideas are
connected, and they offer coherent knowledge of the whole. The students'
response shows an understanding of the task by being able to combine all
the parts. Students can demonstrate how the each part contributes to the
whole.
5. Extended Abstract level

This is a stage where knowledge is generalized to build a new domain.
After reaching this level the students do not only make connections within
the provided task but they also create connections beyond it. Students can
transfer and generalize the concepts and principles from one subject area
into another domain. The students' response shows that they can
conceptualize beyond the level of what has been taught. They are able to
propose new concepts and ideas on basis of their understanding of the
task or subject being taught.
Why is The SOLO Taxonomy a good fit for Hattie's ideas?
John Hattie is an advocate of SOLO Taxonomy. Hattie has divided it in a
manner which is easier for the learners to understand, and allows learners
to assess their own learning. According to Hattie, teachers can use:
1. No Idea - (like the pre-structural level)

2. One Idea - (like uni-structural level)
3. Many Ideas - (like multi-structural level)
4. Relate - (like relational level)
5. Extend - (like extended abstract)
Why is Solo Taxonomy useful?

SOLO Taxonomy is based on the idea of cognitive processes, which are the
different ways in which we process information and understand concepts.
These cognitive processes include surface learning, which is focused on
memorization and recall, and deep learning, which involves understanding
concepts and applying them in new situations.
By using SOLO Taxonomy, teachers can help students progress from
surface learning to deep learning, and ultimately to the highest level
of cognitive processing, which is extended abstract thinking. This approach
not only helps students develop a deeper understanding of the subject
matter, but also prepares them for real-world problem solving and critical
thinking.
Solo Taxonomy is useful because:
1. It helps learners to reflect meaningfully on what the next levels in

their learning are.
2. It helps instructors to thoughtfully design learning experiences and
learning intentions.
3. It is used by the teachers and students together.
4. It makes it convenient to identify and implement effective success
criteria.
5. It offers feed forward and feedback for the learning outcomes.
6. Students understand the reasons for everything they do and
realize improvements are due to their own strategies
7. It shows the difference between deep and surface understanding,
helping learners understand where they are on that spectrum, and
what they must do to progress.
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Objective MCQs, Topic Wise

2. The highest level of cognitive domain is:

3. The process of determining value or worth of something is:

4. Educational objectives have been divided into:

5. Taxonomy of educational objectives was presented in:

6. The classification of cognitive domain was presented by:

7. Cognitive domain has _____ sub groups.

9. The highest level of learning in Cognitive domain is:

10. Knowing, memorizing and recalling is concerned with:

12. To grasp the meanings of material is:

13. To use previous learned material in new situation is:

14. To break down material into its components or parts to

15. To put ideas together to form a new whole is:

16. To know the worth or value of material is:

18. Attitudes, values and interests are reflected by:

20. The focus of cognitive domain is:

A. Physical or motor skills

21. The Affective Domain was classified by:

22. Affective domain is classified into ____ groups.

23. The lowest level of learning in affective domain is:

24. Which is placed at the highest level in Affective Domain?

25. Right order of sub groups of affective domain is:

27. Which sub group of affective domain focuses on active

28. Bringing together different values into a consistent value

29. Affective domain focuses on adoption of value system as a

30. Psychomotor domain was classified by:

33. Psychomotor domain was divided by Simpson in ____ ___

34. The characteristic of behavioral objective is:

A. Observable and immeasurable

35. The right sequence of sub groups of psychomotor domain is:

37. The lowest level in revised Blooms Taxonomy is:

38. Highest level in revised Blooms Taxonomy is:

39. The right sequence of objectives of the revised Blooms

40. Dave presented his psychomotor domain in the year:

42. Complex level in Dave’s psychomotor domain is:

43. The right sequence of Dave’s levels of psychomotor domain

44. Dave has divided the levels of objectives in his psychomotor

45. At knowledge level, students will:

A. Argue the point

46. Which type of question is a sample of evaluation?

A. Do you agree with the actions, why?

48. Defend the actions of the main character, what level of

50. If students construct a model to show how something

51. What is the first level beyond comprehension?

54. What is the lowest level of thinking of the updated Bloom’s

55. In Bloom’s Taxonomy, remembering, understanding and

A. Higher order thinking

56. In Bloom’s Taxonomy, analyzing, evaluating and creating

A. Higher order thinking

57. Which of the following description works best for the

58. Which of the following description works best for the

59. Which of the following description works best for the

60. Which of the following description works best for the

A. Break information down into parts and explore relationships

61. Which of the following description works best for the

A. Break information down into parts and explore relationships

62. Different verbs are used for different taxonomic levels.

63. Different verbs are used for different taxonomic levels.

64. Different verbs are used for different taxonomic levels.

65. Different verbs are used for different taxonomic levels.

66. Different verbs are used for different taxonomic levels.

67. Different verbs are used for different taxonomic levels.

73. The action verbs define, describe, find, identify, indicate,

33. Psychomotor domain was divided by Simpson in __ _