BLOOM'S TAXONOMY OF LEARNING DOMAINS

The Three Domains of Learning

The committee identified
three domains of educational activities or
learning (Bloom, et al. 1956):

Cognitive: mental skills (knowledge)

Affective: growth in feelings or emotional
areas (attitude or self)
Psychomotor: manual or physical skills
(skills)
Cognitive Domain
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):
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Bloom's Revised Taxonomy

Category
REMEMBERING: Recall or
previous learned information.
Examples, key words (verbs), and
technologies for learning (activities)
Examples: Recite a policy. Quote
prices from memory to a customer.
Recite the safety rules.
Key Words: defines, describes,
identifies, knows, labels, lists,
retrieve
matches, names, outlines, recalls,
recognizes, reproduces, selects,
states
Technologies: book marking, flash
cards, rote learning based on
repetition, reading

Category
UNDERSTANDING: Comprehending
meaning, translation, interpolation,
interpretation of instructions
problems. State a problem in one's
words.
Examples, key words (verbs), and
technologies for learning (activities)
Examples: Rewrite the principles of test
writing. Explain in one's own words the
steps for performing a complex task.
Translate an equation into a computer
spreadsheet.
the
and Key Words: comprehends, converts,
and defends, distinguishes, estimates,
own 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, key words (verbs), and
Category
technologies for learning (activities)

Examples: Use a manual to calculate

an employee's vacation time. Apply
laws of statistics to evaluate the
reliability of a written test.
APPLYING: Use a concept in a new
situation or unprompted use of an Key Words: applies, changes,
abstraction. Applies what was learned computes, constructs, demonstrates,
in the classroom into novel situations discovers, manipulates, modifies,
in the work place. operates, predicts, prepares,
produces, relates, shows, solves, uses

Technologies: collaborative learning,

create a process, blog, practice
 Examples, key words (verbs), and
Category
technologies for learning (activities)

Examples: Troubleshoot a piece of

equipment by using logical deduction.
Recognize logical fallacies in
reasoning. Gathers information from a
department and selects the required tasks
for training.
ANALYZING: Separates material or
concepts into component parts so that its
Key Words: analyzes, breaks down,
organizational structure may be
compares, contrasts, diagrams,
understood. Distinguishes between facts
deconstructs, differentiates,
and inferences.
discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates, selects,
separates

Technologies: Fishbowls, debating,

questioning what happened, run a test
 Examples, key words (verbs), and
Category
technologies for learning (activities)

Examples: Select the most effective

solution. Hire the most qualified
candidate. Explain and justify a
new budget.

EVALUATING: Make judgments Key Words: appraises, compares,

about the value of ideas or concludes, contrasts, criticizes,
materials. critiques, defends, describes,
discriminates, evaluates, explains,
interprets, justifies, relates,
summarizes, supports

Technologies: survey, blogging

 Examples, key words (verbs), and
Category
technologies for learning (activities)

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 improve the
outcome.

CREATING: Builds a structure or pattern Key Words: categorizes, combines,

from diverse elements. Put parts together compiles, composes, creates,
to form a whole, with emphasis on devises, designs, explains,
creating a new meaning or structure.
generates, modifies, organizes,
plans, rearranges, reconstructs,
relates, reorganizes, revises,
rewrites, summarizes, tells, writes
Technologies: Create a new model, write
an essay, network with others
The
Under-
Knowledge Remember Apply Analyze Evaluate Create
stand
Dimension

Facts list para-phrase classify outline rank categorize

Concepts recall explains show contrast criticize modify

Processes outline estimate produce diagram defend design

give an
Procedures reproduce relate identify critique plan
example

different-
Principles state converts solve conclude revise
iates

Meta-
proper use interpret discover infer predict actualize
cognitive
Bloom's Taxonomy: The Affective Domain
 Example and Key Words
Category
(verbs)

Examples: Listen to others

with respect. Listen for and
remember the name of newly
Receiving Phenomena:
introduced people.
Awareness, willingness to
Key Words: acknowledge,
hear, selected attention.
asks, attentive, courteous,
dutiful, follows, gives, listens,
understands
 Example and Key Words
Category
(verbs)

Examples: Participates in class

Responds to Phenomena: Active discussions. Gives a presentation.
participation on the part of the learners.
Questions new ideals, concepts, models,
Attend and react to a particular etc. in order to fully understand them.
phenomenon. Learning outcomes may Know the safety rules and practice them.
emphasize compliance in responding,
willingness to respond, or satisfaction in Key Words: answers, assists, aids,
responding (motivation). complies, conforms, discusses, greets,
helps, labels, performs, presents, tells
 Example and Key Words
Category
(verbs)

Examples: Demonstrates belief in the

democratic process. Is sensitive towards
Valuing: The worth or value a person
individual and cultural differences (value
attaches to a particular object,
diversity). Shows the ability to solve
phenomenon, or behavior. This ranges
problems. Proposes a plan to social
from simple acceptance to the more
improvement and follows through with
complex state of commitment. Valuing is
commitment. Informs management on
based on the internalization of a set of
matters that one feels strongly about.
specified values, while clues to these
values are expressed in the learner's overt
Key Words: appreciates, cherish, treasure,
behavior and are often identifiable.
demonstrates, initiates, invites, joins,
justifies, proposes, respect, shares
 Example and Key Words
Category
(verbs)

Examples: Recognizes the need for

Organization: Organizes values into
priorities by contrasting different values,
resolving conflicts between them, and
creating an unique value system. The
emphasis is on comparing, relating, and
synthesizing values.
balance between freedom and
responsible behavior. Explains the role of
systematic planning in solving problems.
Accepts professional ethical standards.
Creates a life plan in harmony with
abilities, interests, and beliefs. Prioritizes
time effectively to meet the needs of the
organization, family, and self.

Key Words: compares, relates,

synthesizes
 Example and Key Words
Category
(verbs)

Examples: Shows self-reliance when

working independently. Cooperates in
group activities (displays teamwork). Uses
Internalizes Values(characterization): Has
an objective approach in problem solving.
a value system that controls their
Displays a professional commitment to
behavior. The behavior is pervasive,
ethical practice on a daily basis. Revises
consistent, predictable, and most
judgments and changes behavior in light
important characteristic of the learner.
of new evidence. Values people for what
Instructional objectives are concerned
they are, not how they look.
with the student's general patterns of
adjustment (personal, social, emotional).
Key Words: acts, discriminates, displays,
influences, modifies, performs, qualifies,
questions, revises, serves, solves, verifies
Bloom's Taxonomy: The Psychomotor Domain
Category
PERCEPTION (AWARENESS): The
ability to use sensory cues to guide
motor activity. This ranges from
sensory stimulation, through cue
selection, to translation.
Example and Key Words (verbs)
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.
Adjusts heat of stove to correct
temperature by smell and taste of
food. Adjusts the height of the
forks on a forklift by comparing
where the forks are in relation to
the pallet.

Key Words: chooses, describes,

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

Examples: Performs a
mathematical equation as
GUIDED RESPONSE: The early
demonstrated. Follows instructions
stages in learning a complex skill
to build a model. Responds hand-
that includes imitation and trial
signals of instructor while learning
and error. Adequacy of
to operate a forklift.
performance is achieved by
practicing.
Key Words: copies, traces, follows,
react, reproduce, responds
Category Example and Key Words (verbs)

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.
Category Example and Key Words (verbs)

Examples: Maneuvers a car into a tight

COMPLEX OVERT RESPONSE (EXPERT): parallel parking spot. Operates a
The skillful performance of motor acts computer quickly and accurately. Displays
that involve complex movement competence while playing the piano.
patterns. Proficiency is indicated by a
quick, accurate, and highly coordinated Key Words: assembles, builds, calibrates,
performance, requiring a minimum of constructs, dismantles, displays, fastens,
energy. This category includes performing fixes, grinds, heats, manipulates,
without hesitation, and automatic measures, mends, mixes, organizes,
performance. For example, players are sketches.
often utter sounds of satisfaction or
expletives as soon as they hit a tennis ball NOTE: The Key Words are the same as
or throw a football, because they can tell Mechanism, but will have adverbs or
by the feel of the act what the result will adjectives that indicate that the
produce. performance is quicker, better, more
accurate, etc.
Category Example and Key Words (verbs)

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.
Category Example and Key Words (verbs)

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.