BLOOM TAXONOMY

OF INSTRUCTIONAL
OBJECTIVES
Presented by: shehnila Maqsood
 BENJAMIN
BLOOM
• Born in 1913
• American Educational
Psychologist
• Bloom developed “Bloom’s
Taxonomy” which classified
different learning objectives that
educators can set for students.
Introduction:
Bloom’s taxonomy is a classification system used to
define and different levels of human cognition—i.e.,
thinking, learning, and understanding. Educators have
typically used Bloom’s taxonomy to inform or guide the
development of assessments (tests and other
evaluations of student learning), curriculum (units,
lessons, projects, and other learning activities), and
instructional methods such as questioning strategies.
Original
Taxonomy:
Bloom’s taxonomy was originally
published in 1956 by a team of
cognitive psychologists at the
University of Chicago. It is
named after the committee’s
chairman, Benjamin Bloom
(1913–1999). The original
taxonomy was organized into
three domains: Cognitive,
Affective, and Psychomotor.
 Cognitive Objective of cognitive Domain

Domain
“about knowing”
Concerned with knowledge and intellectual
abilities

• Knowledge

• Comprehensive

• Application

• Analysis

• Synthesis

• Evaluation
Congnative domain:
Knowledge:
The ability to recall or recognize data / information.

Comprehension:
The ability to understand and to grasp the meaning of information.

Application:
The ability to use learned information in a new situation.

Analysis:
The ability to break down material into its parts so that its organizational structure may be understood.

Synthesis:
The ability to put parts together to form a new whole.

Evaluation:
The ability to judge the value or importance of material.
 Affective Objective of Affective Domain
Domaine
“about attitudes and skills”
Concerned with attitudes, Values,
appreciations and interests.
• Receiving
• Responding
•Valuing
• Organizing
•Characterizing
Affective Domain:
Receiving:
To differentiate, to accept, to listen for, to respond
Responding:
To comply with, to follow, to commend, to volunteer, to spend leisure time
Valuing:
To increase measured proficiency in, to support, to debate
Organizing:
Discuss, to theorize, to formulate, to balance, to examine
Characterizing:
To revise, to require to be rated high in the value, to avoid, to resist, to manage, to
resolve
 Psychomotor ■ Objective of Psychomotor Domaine

Domaine:
“about skill”
Concerned with Psychomotor skills,coordination,
and physical movement.
Psychomotor Domain:
Imitate:
Observe other person’s behaviour and copy it. Replicate the behaviour shown by example.
Manipulate:
Ability to perform skills by following the instructions.
Precision:
Ability to perform skills with minimal errors
Articulation:
Ability to solve and modify skills to fit new requirements.
Naturalisation:
Ability to perform the skills without thinking.
Revised
Taxonomy
In 2001, another team of scholars—led by
Lorin Anderson, a former student of Bloom’s,
and David Krathwohl, a Bloom colleague
who served on the academic team that
developed the original taxonomy—released a
revised version of Bloom’s taxonomy called
A Taxonomy for Learning, Teaching, and
Assessing.

In the revised version, three categories were

renamed:
• Knowledge was changed to Remembering,

• Comprehension became Understanding,

• Synthesis was renamed Creating.