ALYANA A.

MERCADO
BEED 3A

The Revised Bloom's Taxonomy of Educational Objectives

Lorin Anderson (a former student of

Bloom), David Krathwohl and a group of cognitive
psychologists, updated the taxonomy.

The new adaptation also took into

consideration many of Bloom’s own
concerns and criticisms of his original
taxonomy.

REMEMBERING - can the student recall or remember the information?

- Use: define, duplicate, list, memorize, recall, repeat, reproduce, state
UNDERSTANDING - can the student explain ideas or concepts?
- Use: classify, describe, discuss, explain, identify, locate, recognize,
report, select, translate, paraphrase
APPLYING - can the student use the information in a new way?
- Use: choose, demonstrate, dramatize, employ, illustrate, interpret, operate,
schedule, sketch, solve, use, write

ANALYZING - can the student distinguish between the different parts?

- Use: appraise, compare, contrast, criticize, differentiate, distinguish, examine,
experiment, question, test
EVALUATING - can the student justify a stand or decision?
- Use: appraise, argue, defend, judge, select, support, value, evaluate
CREATING - can the student create a new product or point of view?
- Use: construct, create, develop, formulate, write
Factors that Affect Transfer

COGNITIVE
DOMAIN
- Hierarchy of six levels
KNOWLEDGE - recall of ANALYSIS - breaks down a
specific terms communication into
constituent parts, revealing
Use: know, define, memorize,
the relationships among them
list, repeat
Use: distinguish, compare,
COMPREHENSION - able to
contrast, differentiate
recall, but can do a little more
Types of Use:
transfer of learning
discuss, explain,
SYNTHESIS - process pulls
together disorganized
describe, identify
elements or parts so as to
APPLICATION - take
form a whole
information and use it in
concrete situations Use: compose, develop,
formulate, arrange
Use: translate, interpret,
apply, employ EVALUATION - judgements
are made about to value of
methods through evaluation
Use: judge, evaluate, value,
rate, revise
AFFECTIVE RECEIVING -willing to notice a particular phenomenon
DOMAIN Use: observe, realize, attend, listen

RESPONDING - responses are made first with

compliance, late willingly and the satisfaction Use:
comply, obey, look, respond

VALUING - learner’s beliefs and attitudes - acceptance

of the worth of a thing Use: feel, participate, enable,
examine

ORGANIZATION - determines inter relationships and

adapts behavior to value system Use: form judgement,
relate, regulate

CHARACTERIZATION - highest of internalization and

relates to behavior that reflects a generalized set of
values. Use: ready, change, view, approach

PSYCHOMOTOR DOMAIN

PERCEPTION- use sensory cues to

guide motor responses
Use: chooses, describes, identifies,
isolates, selects
SET - the readiness to act
Use: explains, shows, states,
proceeds
GUIDED RESPONSE - a complex
skill that includes imitation and trial
and error.
Use: follows, react, reproduce,
responds
MECHANISM - learned responses
have become habitual and the
movements can be performed with
confidence
Use: constructs, assembles,
organizes
COMPLEX OVERT RESPONSE -
skillful performance of motor
acts that involve complex
movements patterns
Use: build, organizes,
manipulates, sketches
ADAPTATION - skills are well
developed and modify
movement patterns to fit special
requirements
Use: adapts, changes, revises,
alters
ORIGINATION - creating a new
movement patterns to fit a
particular situation
Use: arranges, builds, constructs,
create