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CompiledbyDepartmentofQualityAssurance,TunkuAbdul
RahmanCollege,KualaLumpur.

Blooms
Taxonomy
of
Learning
Domains
TunkuAbdulRahmanCollege
2
I IN NT TR RO OD DU UC CT TI IO ON N

There is more than one type of learning. A committee of colleges, led by

BenjaminBloom(1956),identifiedthreedomainsofeducationalactivities:

I. Cognitive:mentalskills(Knowledge)
II. Psychomotor:manualorphysicalskills(Skills)
III. Affective:feelingsoremotionalskills(Attitude)

The three domains are divided into subdivisions, starting from the simplest
behaviour to the most complex. The divisions outlined are not absolutes and
there are other systems or hierarchies that have been devised in the
educational and training world. However, Blooms taxonomy is easily
understoodandisprobablythemostwidelyappliedoneinusetoday.

This compilation of Blooms Taxonomy of Learning Domains is sourced from

thefollowingsources:
British Columbia Institute of Technology. (1996). Writing learning
outcomes.RetrievedMay20,2010,fromhttp://www.lru.bcit.ca
Clark, D. R. (2004). Blooms taxonomy of learning domains. Retrieved May
20,2010,fromhttp://www.nwlink.com/~donclark/hrd/bloom.html
UniversitiPutraMalaysia.(nd).Putrasatria.Serdang:UPM.

The table on pages 3 to 19 show samples of action verbs that could be used
for learning outcomes in different domains and categories. The action verbs
listed are not exhaustive and exclusive. The action verbs can be used
interchangeablyindifferentdomainsandcategoriesdependingonthesubject
matter.

3
I I. . C CO OG GN NI IT TI IV VE ED DO OM MA AI IN N

The cognitive domain (Bloom, 1956) involves knowledge and the

development of intellectual skills. This includes the recall or recognition of
specificfacts,proceduralpatternsandconceptsthatserveinthedevelopment
ofintellectualabilitiesandskills.TheSIXmajorcategoriesinthisdomainare
listedfromthesimplestbehaviourtothemostcomplex.

C1. KNOWLEDGE:Recalldataorinformation.

SkillsInvolved ActionVerbs Examples

Observationand
recallofinformation
Knowledgeofdates,
events,places
Knowledgeofmajor
ideas
Masteryofsubject
matter
Count
Define
Describe
Draw
Duplicate
Find
Identify
Know
Label
List
Locate
Match
Memorize
Name
Order
Outline
Point
Quote
Read
Recall
Recite
Recognize
Record
Repeat
Reproduce
Relate
Select
Sequence
State
Tell
Write
etc.
Reciteapolicy
Quotepricesfrom
memorytoa
customer
Knowthesafetyrules

4
C2. COMPREHENSION: Understand the meaning, translation interpolation
and, interpretation of instructions and problems. State a problem in
onesownwords.

SkillsInvolved ActionVerbs Examples

Understanding
information
Graspmeaning
Translate
knowledgeintonew
context
Interpretfacts
Compareor
contrastfacts
Order,groupor
infercauses
Predict
consequences
Associate
Calculate
Change
Compare
Comprehend
Compute
Conclude
Convert
Classify
Defend
Demonstrate
Describe
Discuss
Distinguish
Estimate
Example
Express
Explain
Extend
Extrapolate
Generalise
Give
examples
Identify
Illustrate
Indicate
Interpret
Infer
Locate
Match
Paraphrase
Predict
Relate
Report
Restate
Review
Rewrite
Select
Summarise
Transform
Translate
etc.
Rewritethe
principlesoftest
writing.
Explaininonesown
wordsthestepsfor
performinga
complextask.
Translatean
equationintoa
computer
spreadsheet.








5
C3. APPLICATION:Useaconceptinanewsituationorunprompteduseof
an abstraction. Apply what was learned in the classroom into novel
situations.

SkillsInvolved ActionVerbs Examples

Useinformation
Usemethods,
conceptsortheories
innewsituations
Solveproblems
usingrequiredskills
orknowledge
Add
Apply
Adapt
Build
Calculate
Change
Choose
Classify
Complete
Construct
Compute
Demonstrate
Discover
Divide
Dramatize
Examine
Graph
Illustrate
Interpolate
Interpret
Make
Manipulate
Modify
Operate
Paint
Predict
Practise
Prepare
Produce
Provide
Relate
Show
Sketch
Solve
Subtract
Translate
Use
Write
etc.
Useamanualto
calculatean
employeesvacation
time.
Applylawsof
statisticstoevaluate
thereliabilityofa
writtentest.









6
C4. ANALYSIS:Separatematerialsorconceptsintocomponentpartsso
thatitsorganisationalstructuremaybeunderstood.

SkillsInvolved ActionVerbs Examples

Seeingpatterns
Organisationof
parts
Recognitionof
hiddenmeaning
Identificationof
components
Analyse
Appraise
Arrange
Attribute
Breakdown
Calculate
Categorise
Classify
Choose
Contrast
Combine
Compare
Criticise
Deconstruct
Deduce
Design
Detect
Develop
Diagram
Differentiate
Discriminate
Dissect
Distinguish
Divide
Explain
Examine
Experiment
Identify
Illustrate
Infer
Inquire
Investigate
List
Order
Organise
Outline
Pointout
Probe
Relate
Select
Separate
Subdivide
Survey
Utilise
etc.
Troubleshootapiece
ofequipmentby
usinglogical
deduction
Recogniselogical
fallaciesin
reasoning.
Gatherinformation
fromadepartment
andselectthe
requiredtasksfor
training.




7
C5. SYNTHESIS: Build a structure or pattern from diverse elements. Put
parts together to form a whole, with emphasis on creating a new
meaningorstructure.

SkillsInvolved ActionVerbs Examples
Useoldideasto
createnewones
Generalisefromgiven
facts
Relateknowledge
fromseveralareas
Predictordraw
conclusions
Arrange
Assemble
Blend
Build
Categorise
Combine
Compare
Compile
Compose
Conceive
Construct
Create
Derive
Design
Develop
Devise
Discuss
Explain
Formulate
Generate
Group
Hypothesize
Invent
Integrate
Manage
Modify
Organise
Originate
Plan
Produce
Propose
Rearrange
Reconstruct
Relate
Reorganise
Report
Revise
Rewrite
Roleplay
Schematize
Specify
Summarise
Support
Tell
Transform
Write
etc.
Writeacompany
operationorprocess
manual.
Designamachineto
performaspecific
task.
Integratetraining
fromseveralsources
tosolveaproblem
Reviseandprocess
toimprovean
outcome.

8
C6. EVALUATION:Makejudgementsaboutthevalueofideasormaterials.

SkillsInvolved ActionVerbs Examples

Compareand
discriminate
betweenideas
Assessvalueof
theoriesor
presentations
Makechoicesbased
onreasoned
argument
Verifyvalueof
evidence
Recognise
subjectivity
Appraise
Argue
Arbitrate
Assess
Attach
Choose
Compare
Conclude
Contrast
Convince
Consider
Criticise
Critique
Decide
Defend
Describe
Determine
Discriminate
Estimate
Explain
Evaluate
Grade
Interpret
Judge
Justify
Measure
Predict
Prioritise
Rank
Rate
Recommend
Reject
Relate
Select
Summarise
Support
Test
Weight
etc.
Selectthemost
effectivesolution.
Hirethemost
qualifiedcandidate.
Explainandjustifya
newbudget.

9
I II I. . P PS SY YC CH HO OM MO OT TO OR RD DO OM MA AI IN N

The psychomotor domain includes physical movement, coordination and use

of the motorskill areas. Development of these skills requires practice and is
measured in terms of speed, precision, distance, procedures ortechniques in
execution. The SEVEN major categories in this domain are listed from the
simplestbehaviourtothemostcomplex.

P1. PERCEPTION: The ability to use sensory cues to guide motor activity.
This ranges from sensory stimulation, through cue selection to
translation.

SkillsInvolved ActionVerbs Examples

Abilitytousesensory
cuestoguidemotor
activity.
Rangefromsensory
stimulation,through
cueselectionto
translation.
Choose
Describe
Detect
Differentiate
Distinguish
Hear
Identify
Isolate
Listen
Observe
Perceive
Relate
See
Select
Sense
Smell
Taste
View
Watch
etc.
Detectnonverbal
communicationcues.
Estimatewhereaball
willlandafteritis
thrownandthen
movingtothecorrect
locationtocatchthe
ball.
Adjustheatofstoveto
correcttemperatureby
smellandtasteoffood
Adjusttheheightofthe
forksonaforkliftby
comparingwherethe
forksareinrelationto
thepallet.
10
P2. SET: Readiness to act. It includes mental, physical and emotional sets.
Thesethreesetsaredispositionsthatpredetermineapersonsresponse
todifferentsituations(sometimescalledmindsets).

SkillsInvolved ActionVerbs Examples

Readinesstoact.
Skillsincludemental,
physicaland
emotionalsets.These
threesetsare
dispositionsthat
determineapersons
responsetodifferent
situations(sometimes
calledmindsets).
Achieveaposture
Assumeabodystance
Begin
Display
Establishabodyposition
Explain
Move
Placearms,hands,etc.
Positionthebody
Proceed
React
Show
Sit
Stand
State
Station
Volunteer
etc.
Knowandactupona
sequenceofstepsin
amanufacturing
process.
Recogniseones
abilitiesand
limitations.
Showdesiretolearn
anewprocess
(motivation).

11
P3. GUIDED RESPONSE: The early stages in learning complex skill that
includes imitation and, trial and error. Adequacy of performance is
achievedbypractising.

SkillsInvolved ActionVerbs Examples

Theearlystagesin
learningacomplex
skillthatinclude
imitationand,trial
anderror.
Adequacyof
performanceis
achievedby
practising.
Copy
Duplicate
Follow
Imitate
Manipulatewithguidance
Operateunder
supervision
Practice
React
Repeat
Reproduce
Respond
Trace
Try
etc.
Performa
mathematicalequation
asdemonstrated.
Followinstructionsto
buildamodel.
Respondtohand
signalsofinstructor
whilelearningto
operateaforklift.

12
P4. MECHANISM:Thisistheintermediatestageinlearningacomplexskill.
Learned responses have become habitual and the movements can be
performedwithsomeconfidenceandproficiency.

SkillsInvolved ActionVerbs Examples

Thisisthe
intermediatestagein
learningacomplex
skill.
Learnedresponses
becomehabitualand
themovementscan
beperformedwith
confidenceand
proficiency.
Assemble
Calibrate
Completewithconfidence
Conduct
Construct
Demonstrate
Dismantle
Display
Execute
Fasten
Fix
Grind
Heat
Improveefficiency
Increasespeed
Make
Manipulate
Measure
Mend
Mix
Organise
Pace
Produce
Showdexterity
Sketch
etc.
Useapersonal
computer.
Repairaleaking
faucet.
Driveacar.

13
P5. COMPLEX OVERT RESPONSE: The skillful performance of motor acts
that involve complex movement patterns. Proficiency is indicated by a
quick, accurate, and highly coordinated performance, requiring a
minimum of energy. This category includes performing without
hesitationandautomaticperformance.

SkillsInvolved ActionVerbs Examples

Theskilfulperformance
ofmotoractsthat
involvecomplex
movementpatterns.
Proficiencyisindicated
byaquick,accurateand
highlycoordinated
performance,requiringa
minimumofenergy.
Thiscategoryincludes
performingwithout
hesitationandautomatic
performance.
Forexample,players
oftenuttersoundsof
satisfactionorexpletives
assoonastheyhita
tennisballorthrowa
football,becausethey
cantellbythefeelofthe
actwhatresultwill
produce.
Acthabitually
Advancewith
assurance
Assemble
Build
Calibrate
Construct
Control
Direct
Dismantle
Display
Excel
Fasten
Fix
Grind
Guide

Heat
Maintain
efficiency
Manage
Manipulate
Master
Measure
Mend
Mix
Organise
Perfect
Perform
automatically
Proceed
Sketch
etc.
Manoeuvreacar
intoatight
parallelparking
spot.
Operatea
computer
quicklyand
accurately.
Display
competence
whileplayingthe
piano.

14
P6. ADAPTATION:Skillsarewelldevelopedandtheindividualcanmodify
movementpatternstofitspecialrequirements.

SkillsInvolved ActionVerbs Examples

Skillsarewell
developedandthe
individualcanmodify
movementpatternsto
fitspecialrequirements.
Alter
Adapt
Change
Rearrange
Reorganize
Revise
Vary
etc.

Respondeffectivelyto
unexpected
experiences.
Modifyinstructionto
meettheneedsofthe
learners.
Performataskwitha
machinethatisnot
originallyintendedto
do(machineisnot
damagedandthereis
nodangerinperforming
thenewtask).

P7. ORIGINATION: Creating new movement patterns to fit a particular

situation or specific problem. Learning outcomes emphasize creativity
baseduponhighlydevelopedskills.

SkillsInvolved ActionVerbs Examples

Creatingnew
movementpatternsto
fitaparticular
situationorspecific
problem.
Learningoutcomes
emphasizecreativity
baseduponhighly
developedskills.
Arrange
Build
Combine
Compose
Construct
Create

Design
Initiate
Make
Originate
etc.
Constructanewtheory.
Developanewand
comprehensivetraining
programming.
Createanewgymnastic
routine.

15
I II II I. . A AF FF FE EC CT TI IV VE ED DO OM MA AI IN N

This domain includes the manner in which we deal with things emotionally,
suchasfeelings,values,appreciation,enthusiasms,motivationsandattitudes.
The FIVE major categories in this domain are listed from the simplest
behaviourtothemostcomplex.

A1. RECEIVING PHENOMENA: Awareness, willingness to hear, selected

attention.

SkillsInvolved ActionVerbs Examples

Awareness
Willingnesstohear
Selectedattention.
Accept
Acknowledge
Ask
Beaware
Choose
Describe
Erect
Follow
Give
Hold
Identify
Listen
Locate
Name
Notice
Pay
attention
Pointto
Reply
Select
Sit
Tolerate
Use
etc.
Listentootherswith
respect.
Listenfor
informationand
rememberthename
ofnewlyintroduced
people.

16
A2. RESPONDINGTOPHENOMENA:Activeparticipationonthepartofthe
learners. Attend and react to a particular phenomenon. Learning
outcomes may emphasize on compliance in responding, willingness to
respond,orsatisfactioninresponding(motivation).

SkillsInvolved ActionVerbs Examples

Active
participationon
thepartofthe
learners.
Attendandreact
toaparticular
phenomenon.
Learning
outcomesmay
emphasize
compliancein
responding,
willingnessto
respondor
satisfactionin
responding.
Agreeto
Answerfreely
Assist
Aid
Carefor
Communicate
Comply
Conform
Consent
Contribute
Cooperate
Discuss
Follow
Form
Greet
Help
Label
Obey
Participatewillingly
Perform
Practise
Present
Readvoluntarily
Recite
Report
Respond
Select
Tell
Write
Visit
Volunteer
etc.
Participatein
classdiscussions.
Givea
presentation.
Questionnew
ideas,concepts,
models,etc.to
fullyunderstand
them.
Knowand
practicesafety
rules.

17
A3. VALUING PHENOMENA: The worth or value a person attaches to a
particular object, phenomenon or behaviour. This ranges from simple
acceptancetothemore complexstateofcommitment.Valuingis based
on the internalization of a set of specified values, while clues to these
values are expressed in the learners overt behaviour and are often
identifiable.

SkillsInvolved ActionVerbs Examples

Valuingisbased
onthe
internalizationof
asetofspecified
values,while
cluestothese
valuesare
expressedinthe
learnersovert
behaviourandare
oftenidentifiable.
Adopt
Assume
responsibility
Behave
accordingto
Choose
Commit
Complete
Demonstrate
Desireto
Differentiate
Exhibitloyalty
Explain
Express
Follow
Form
Initiate
Invite
Join
Justify
Prefer
Propose
Read
Report
Seek
Select
Share
Showconcern
Showcontinual
desireto
Study
Useresourcesto
Work
etc.
Demonstratebelief
inthedemocratic
process.
Sensitivetowards
individualand
culturaldifferences
(valuediversity).
Showtheabilityto
solveproblems.
Proposeaplanto
socialimprovement
andfollowthrough
withcommitment.
Inform
managementon
mattersthatone
feelsstronglyabout.

18
A4. ORGANISING VALUES: Organise values into priorities by contrasting
differentvalues,resolvingconflictsbetweenthemandcreatingaunique
value system. The emphasis is on comparing, relating and synthesizing
values.

SkillsInvolved ActionVerbs Examples

Organisevaluesinto
prioritiesby
contrastingdifferent
values,resolving
conflictsbetweenthem
andcreatingaunique
value.
Adapt
Adhere
Adjust
Alter
Arrange
Balance
Classify
Combine
Compare
Complete
Conceptualise
Defend
Explain
Formulate
Generalise
Group
Identify
Integrate
Modify
Order
Organise
Prepare
Rank
Relate
Synthesize
Theorize
etc.
Recognisetheneedfor
balancebetween
freedomand
responsiblebehaviour.
Acceptresponsibility
foronesbehaviour.
Explaintheroleof
systematicplanningin
solvingproblems.
Acceptprofessional
ethicalstandards.
Createalifeplanin
harmonywithabilities,
interestsandbeliefs.
Prioritisetime
effectivelytomeetthe
needsoforganisation,
familyandself.
19
A5. INTERNALIZING VALUES: Has a value system that controls their
behaviour.Thebehaviourispervasive,consistent,predictableandmost
importantly, characteristic of the learner. Instructional objectives are
concernedwiththestudentsgeneralpatternsofadjustment(personal,
social,emotional).

SkillsInvolved ActionVerbs Examples

Hasavaluesystem
thatcontrolstheir
behaviour.
Thebehaviouris
pervasive,consistent,
predictableandmost
importantly,
characteristicofthe
learner.
Instructional
objectivesare
concernedwiththe
studentsgeneral
patternsof
adjustment.
Actupon
Advocate
Defend
Discriminate
Display
Exemplify
Influence
Justifybehaviour
Listen
Maintain
Modify
Perform
Practise
Propose
Qualify
Question
Revise
Serve
Solve
Support
Verify
etc.
Showselfreliancewhen
workingindependently.
Cooperateingroup
activities(displays
teamwork).
Useanobjectiveapproach
inproblemsolving.
Displayaprofessional
commitmenttoethical
practiseonadailybasis.
Revisejudgementsand
changebehaviourinlight
ofnewevidence.
Valuepeopleforwhatthey
are,nothowtheylook.

20
REFERENCE

Bloom, B.S., Krathwohl, D.R. & Bertram, B.M. (1956). Taxonomy of educational
objective,handbookI:thecognitivedomain.NewYork:DavidMcKayCo.,Inc.