Taxonomy of Objectives in

the 3 Domains:
What is Taxonomy ?
Is the process or system of describing the way in which
different living things are related by putting them in groups.
 Taxonomy of Objectives:

• With educational taxonomy, Learning is classified into three domains

namely: (1) Cognitive, (2) affective, and (3) Psychomotor or
Behavioral.
• Bloom’s taxonomy of cognitive domain. Benjamin Bloom (1965) led his
group in coming up with the list of instructional objectives in the
cognitive domain. Arranged from lowest to the highest level, they are as
follows:
• Knowledge or recall – knowledge of terminology and conventions, trends and sequences,
classification and categories, criteria and methodologies, principles, theories and structures;
e.g. to identify the capital of the Philippines.
• Comprehension – relate to translation, interpretation, and extrapolation; e.g. to interpret a
table showing the population density of the world.
• Application – use of abstraction in particular situations; e.g. to predict the probable effect of
a change in temperature on a chemical.
• Analysis – Objectives relate to breaking a whole into parts; e.g. to deduce facts from a
hypothesis.
• Synthesis – putting parts together in a new form such as a unique communication, a plan of
operation, and a set of abstract relations; e.g. to produce an original piece of art
• Evaluation – judging in terms of internal evidence or logical consistency and external
evidence or consistency with fact developed elsewhere; e.g. to recognize fallacies in an
argument. 
 Bloom’s Taxonomy (fig.1) and
Anderson’s Taxonomy(fig.2)
C
E re
v ati
al n
g
Evaluating
Synthesis

Analysis Analyzing

Application Applying

Comprehension Understanding

Knowledge Remembering

Figure 1
Figure 2
Anderson’s taxonomy of cognitive domain.
• In the 1990’s, Anderson, Bloom’s former student, together with a team of
cognitive psychologists revisited Bloom’s taxonomy in the light of the 21st
century skills. This led to Anderson’s taxonomy in 2001.
 Definitions of Anderson’s Revised Taxonomy
Definition Verbs
Remembering: Can the student recall or Define, duplicate, list, memorize, recall, repeat,
remember the information? reproduce, state
Understanding: Can the student explain ideas or Classify, describe, discuss, explain, identify,
concepts? locate, recognize, report, select, translate,
paraphrase
Applying: Can the student use the information in Choose, demonstrate, dramatize, employ,
a new way? illustrate, interpret, operate, schedule, sketch,
solve, use, write
Analysing: Can the student distinguish between Appraise, compare, contrast, criticize,
the different parts? differentiate, discriminate, distinguish, examine,
experiment, question, test
Evaluating: Can the student justify a stand or Appraise, argue, defend, judge, select, support,
decision? value
Creating: Can the student create new product or point of Assemble, construct, create, design, develop,
view? formulate, write
 Krathwohl’s taxonomy of affective
domain
• David krathwohl’s affective learning is demonstrated by behaviors
indicating attitudes of awareness, interest, attention, and respond in
interaction with others, and ability to demonstrate those attitudinal
characteristics or values which are appropriate to the test situation and the
field of study. The taxonomy of objectives is ordered according to the
principle of internalization. The levels of affective behavior are arranged
according to level of internalization. Internalization of a value begins with
awareness of the value. This value awareness leads to a point where the
value becomes internalized and it becomes part and parcel of a person’s
character consequently guiding or controlling his/her behavior.
Krathwohl’s Taxonomy
Char
acter
izati
on
by
Valu
e Set
Organization

Valuing

Responding

Receiving