Blooms Revised Taxonomy: Cognitive, Affective, and Psychomotor

Blooms Revised TaxonomyCognitive Domain

Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with perhaps the
two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them (Anderson, Krathwohl,
Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000; Pohl, 2000). This new taxonomy reflects a more active form of thinking and is perhaps more accurate:
Category Examples Key Words [Verbs]
Remembering:Recallpreviouslearned Reciteapolicy.Quotepricesfrommemorytoa Defines,describes,identifies,knows,labels,lists,matches,names,
information. customer.Knowsthesafetyrules. outlines,recalls,recognizes,reproduces,selects,states.
Understanding:Comprehendingthemeaning, Rewritestheprinciplesoftestwriting.Explainin
Comprehends,converts,defends,distinguishes,estimates,explains,
translation,interpolation,andinterpretationof one'sownwordsthestepsforperformingacomplex
extends,generalizes,givesanexample,infers,interprets,paraphrases,
instructionsandproblems.Stateaproblemin task.Translatesanequationintoacomputer
predicts,rewrites,summarizes,translates.
one'sownwords. spreadsheet.
Applying:Useaconceptinanewsituationor
Useamanualtocalculateanemployee'svacation Applies,changes,computes,constructs,demonstrates,discovers,
unprompteduseofanabstraction.Applies
time.Applylawsofstatisticstoevaluatethe manipulates,modifies,operates,predicts,prepares,produces,relates,
whatwaslearnedintheclassroomintonovel
reliabilityofawrittentest. shows,solves,uses.
situationsintheworkplace.
Analyzing:Separatesmaterialorconceptsinto Troubleshootapieceofequipmentbyusinglogical
Analyzes,breaksdown,compares,contrasts,diagrams,deconstructs,
componentpartssothatitsorganizational deduction.Recognizelogicalfallaciesinreasoning.
differentiates,discriminates,distinguishes,identifies,illustrates,infers,
structuremaybeunderstood.Distinguishes Gathersinformationfromadepartmentandselects
outlines,relates,selects,separates.
betweenfactsandinferences. therequiredtasksfortraining.
Appraises,compares,concludes,contrasts,criticizes,critiques,
Evaluating:Makejudgmentsaboutthevalue Selectthemosteffectivesolution.Hirethemost
defends,describes,discriminates,evaluates,explains,interprets,
ofideasormaterials. qualifiedcandidate.Explainandjustifyanewbudget.
justifies,relates,summarizes,supports.
Writea companyoperationsorprocessmanual.
Creating:Buildsastructureorpatternfrom Categorizes,combines,compiles,composes,creates,devises,designs,
Designamachinetoperformaspecifictask.
diverseelements.Putpartstogethertoforma explains,generates,modifies,organizes,plans,rearranges,
Integratestrainingfromseveralsourcestosolvea
whole,withemphasisoncreatinganew reconstructs,relates,reorganizes,revises,rewrites,summarizes,tells,
problem.Revisesandprocesstoimprovethe
meaningorstructure. writes.
outcome.
Blooms Revised TaxonomyAffective Domain
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 Examples Key Words [Verbs]
Asks, chooses, describes, follows, gives, holds,
Receiving Phenomena: Awareness, willingness to hear, Listen to others with respect. Listen for and remember the
identifies, locates, names, points to, selects,
selected attention. name of newly introduced people.
sits, erects, replies, uses.
Responding to Phenomena: Active participation on the
Participates in class discussions. Gives a presentation. Answers, assists, aids, complies, conforms,
part of the learners. Attends and reacts to a particular
Questions new ideals, concepts, models, etc. in order to discusses, greets, helps, labels, performs,
phenomenon. Learning outcomes may emphasize
fully understand them. Know the safety rules and practices practices, presents, reads, recites, reports,
compliance in responding, willingness to respond, or
them. selects, tells, writes.
satisfaction in responding (motivation).
Valuing: The worth or value a person attaches to a
Demonstrates belief in the democratic process. Is sensitive
particular object, phenomenon, or behavior. This ranges
towards individual and cultural differences (value Completes, demonstrates, differentiates,
from simple acceptance to the more complex state of
diversity). Shows the ability to solve problems. Proposes a explains, follows, forms, initiates, invites,
commitment. Valuing is based on the internalization of
plan to social improvement and follows through with joins, justifies, proposes, reads, reports, selects,
a set of specified values, while clues to these values are
commitment. Informs management on matters that one feels shares, studies, works.
expressed in the learner's overt behavior and are often
strongly about.
identifiable.
Recognizes the need for balance between freedom and
responsible behavior. Accepts responsibility for one's
Organization: Organizes values into priorities by Adheres, alters, arranges, combines, compares,
behavior. Explains the role of systematic planning in
contrasting different values, resolving conflicts between completes, defends, explains, formulates,
solving problems. Accepts professional ethical
them, and creating a unique value system. The emphasis generalizes, identifies, integrates, modifies,
standards. Creates a life plan in harmony with abilities,
is on comparing, relating, and synthesizing values. orders, organizes, prepares, relates, synthesizes.
interests, and beliefs. Prioritizes time effectively to meet the
needs of the organization, family, and self.
Shows self-reliance when working
Internalizing values (characterization): Has a value
independently. Cooperates in group activities (displays
system that controls their behavior. The behavior is Acts, discriminates, displays, influences,
teamwork). Uses an objective approach in problem
pervasive, consistent, predictable, and most importantly, listens, modifies, performs, practices, proposes,
solving. Displays a professional commitment to
characteristic of the learner. Instructional objectives are qualifies, questions, revises, serves, solves,
ethical practice on a daily basis. Revises judgments and
concerned with the student's general patterns of verifies.
changes behavior in light of new evidence. Values people
adjustment (personal, social, emotional).
for what they are, not how they look.
Blooms TaxonomyPsychomotor Domain
The psychomotor domain 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. The seven major categories are listed from the simplest behavior to the most complex:
[The Simpsons and Harrows psychomotor domains are especially useful for the development of children and young people, and for developing skills in adults that
take people out of their comfort zones like . The Daves psychomotor domain is the simplest and generally easiest to apply in the corporate development
environment. Both models offer different emotional perspectives and advantages: Check the relevance and importance of each before you implement.]

Simpsons Psychomotor Domain

Category Examples Key Words [Verbs]
Detects non-verbal communication cues.
Estimate where a ball will land after it is
thrown and then moving to the correct
Perception (awareness): The ability to use sensory cues
location to catch the ball. Adjusts heat of Chooses, describes, detects, differentiates, distinguishes,
to guide motor activity. This ranges from sensory
stove to correct temperature by smell and identifies, isolates, relates, selects.
stimulation, through cue selection, to translation.
taste of food. Adjusts the height of the forks
on a forklift by comparing where the forks
are in relation to the pallet.
Knows and acts upon a sequence of steps in a
manufacturing process. Recognize one's
Set: Readiness to act. It includes mental, physical, and
abilities and limitations. Shows desire to
emotional sets. These three sets are dispositions that Begins, displays, explains, moves, proceeds, reacts, shows,
learn a new process (motivation). NOTE:
predetermine a person's response to different situations states, volunteers.
This subdivision of Psychomotor is closely
(sometimes called mindsets).
related with the Responding to phenomena
subdivision of the Affective domain.
Performs a mathematical equation as
Guided Response: The early stages in learning a
demonstrated. Follows instructions to build a
complex skill that includes imitation and trial and error. Copies, traces, follows, react, reproduce, responds.
model. Responds hand-signals of instructor
Adequacy of performance is achieved by practicing.
while learning to operate a forklift.
Mechanism (basic proficiency): This is the intermediate
Assembles, calibrates, constructs, dismantles, displays,
stage in learning a complex skill. Learned responses have Use a personal computer. Repair a leaking
fastens, fixes, grinds, heats, manipulates, measures, mends,
become habitual and the movements can be performed faucet. Drive a car.
mixes, organizes, sketches.
with some confidence and proficiency.
 Complex Overt Response (Expert): The skillful
performance of motor acts that involve complex
movement patterns. Proficiency is indicated by a quick, Assembles, builds, calibrates, constructs, dismantles,
accurate, and highly coordinated performance, requiring a Maneuvers a car into a tight parallel parking displays, fastens, fixes, grinds, heats, manipulates, measures,
minimum of energy. This category includes performing spot. Operates a computer quickly and mends, mixes, organizes, sketches. NOTE: The Key Words
without hesitation, and automatic performance. For accurately. Displays competence while are the same as Mechanism, but will have adverbs or
example, players are often utter sounds of satisfaction or playing the piano. adjectives that indicate that the performance is quicker,
expletives as soon as they hit a tennis ball or throw a better, more accurate, etc.
football, because they can tell by the feel of the act what
the result will produce.
Responds effectively to unexpected
experiences. Modifies instruction to meet
Adaptation: Skills are well developed and the individual
the needs of the learners. Perform a task with Adapts, alters, changes, rearranges, reorganizes, revises,
can modify movement patterns to fit special
a machine that it was not originally intended varies.
requirements.
to do (machine is not damaged and there is
no danger in performing the new task).
Origination: Creating new movement patterns to fit a
Constructs a new theory. Develops a new
particular situation or specific problem. Learning Arranges, builds, combines, composes, constructs, creates,
and comprehensive training programming.
outcomes emphasize creativity based upon highly designs, initiate, makes, originates.
Creates a new gymnastic routine.
developed skills.