Blooms Taxonomy and the Three Domains of

Learning
Expanding the
Definition of
Cognitive,
Psychomotor,
Affective Domains

Bloom (1948)
developed
classifications of
intellectual
behavior and
learning in order to
identify and
measure
progressively
sophisticated
learning.
Three domains of
learning are
recognized
o the cognitive domain (Bloom!s Ta"onomy# 19$%) defining
&no'ledge classification
o the psychomotor domain ((ronlund# 19)*+ ,arro'# 19)-+
.impson# 19)-) defining physical s&ills or tas&s classification
o the affective domain (/rath'hol# Bloom# and 0asia# 19%4)
defining behaviors that correspond to attitudes and values
.tudent learning outcomes should address relevant outcomes for each
of these domains but must be appropriate to the course.
1ffective outcomes tend to be the hardest to articulate initially but often
represent the outcomes most closely related to deeper thin&ing
and life2long learning.
VDS Domains of Learning
Knowledge
The ability to recall
'hat has been learnt
Comprehension
The ability to sho'
a basic
understanding
Application
The ability to apply
learning to a ne' or
novel tas&
Analysis
The ability to
brea& up
information
logically
Synthesis
The ability to
create
something ne'
Evaluation
The ability
evaluate
usefulness for a
purpose
Hall, C. & Johnson, A. (1994) Mo!le A"# $lanning a %es& or
'(amina&ion. )n *. )mrie & C. Hall, Assessmen& of S&!en& $erforman+e.
,elling&on, -e. /ealan# 0ni1ersi&2 %ea+hing De1elo3men& Cen&re,
Vi+&oria 0ni1ersi&2 of ,elling&on.
Interrelationships between Blooms cognitive levels
Cognitive Domain
Learning utcomes !elated "o Knowledge
/no'ledge 3
4ememberi
ng
5omprehension
3 6nderstanding
1pplication
3 1pplying
1nalysis 3
1nalyzing
.ynthesis
3 5reating
7valuation
3
7valuating
.tudent
remembers or
recognizes
information or
specifics as
communicated
'ith little
personal
assimilation.
.tudent grasps the
meaning behind
the information and
interprets#
translates#
or comprehends
the
information.
.tudent uses
information to
relate and
apply it to a
ne' situation
'ith minimal
instructor
input.
.tudent
discriminates#
organizes# and
scrutinizes
assumptions in
an attempt to
identify
evidence for a
conclusion.
.tudent
creatively
applies
&no'ledge
and
analysis to
integrate
concepts or
construct an
overall
theory.
.tudent
8udges or
evaluates
information
based upon
standards
and criteria#
values and
opinions.
5ite
9abel
9ist
7numerate
:dentify
:mitate
0atch
;ame
<uote
4ecall
4eproduce
.tate
=rite
5onvert
>efine
>escribe
>iscuss
7stimate
7"plain
(eneralize
:dentify
:llustrate
9ocate
?araphrase
4estate
.ummarize
1pply
5hart
5ompute
>emonstrate
>etermine
>ramatize
7stablish
0a&e
0anipulate
?repare
?ro8ect
.olve
6se
1nalyze
5ompare
5ontrast
5orrelate
>iagram
>issect
>ifferentiate
>istinguish
:nfer
:nvestigate
9imit
@utline
.eparate
1ssemble
5reate
5onstruct
>esign
>evelop
Aormulate
(enerate
,ypothesize
:nitiate
:nvent
0odify
4eframe
.ynthesize
1ccess
1ppraise
5onclude
5ritiBue
>ecide
>efend
>iagnose
7valuate
Cudge
Custify
4an&
4ecommend
.upport
VDS Domains of Learning
*asi+ More So3his&i+a&e
4no.lege Higher Le1el %hin5ing
Le1el Cri&i+al %hin5ing
#sychomotor Domain
Learning utcomes !elated "o S$ills
bserve %odel !ecogni&e
Standards
Correct Apply Coach
.tudents
translate
sensory
input into
physical
tas&s or
activities.
.tudents
are able to
replicate a
fundamenta
l s&ill or
tas&.
.tudents
recognize
standards or
criteria
important to
perform a s&ill
or tas&
correctly.
.tudents use
standards to
evaluate their
o'n
performances
and ma&e
corrections.
.tudents
apply this
s&ill to real
life
situations.
.tudents are
able to
instruct or
train others
to perform
this s&ill in
similar other
situations.
,ear
:dentify
@bserve
.ee
.mell
Taste
Touch
=atch
D6sually no
outcomes
or
ob8ectives
'ritten at
this level.
1ttempt
5opy
Aollo'
:mitate
0imic
0odel
4eenact
4epeat
4eproduce
.ho'
Try
5hec&
>etect
>iscriminate
>ifferentiate
>istinguish
;otice
?erceive
4ecognize
.elect
1dapt
1d8ust
1lter
5hange
5orrect
5ustomize
>evelop
:mprove
0anipulate
0odify
?ractice
4evise
Build
5ompose
5onstruct
5reate
>esign
@riginate
?roduce
>emonstrate
7"hibit
:llustrate
:nstruct
Teach
Train
VDS Domains of Learning
More So3his&i+a&e S5ills
*asi+ S5ills Higher Le1el A6ili&ies
Le1el Cri&i+al 0ners&aning of $erforman+e
A''ective Domain
Learning utcomes !elated "o Attitudes( Behaviors( and )alues
!eceivin
g
!esponding )aluing rgani&ing Characteri&ing
.tudents
become
a'are of an
attitude#
behavior# or
value.
7". Lis&en &o o&hers
.i&h res3e+&. Lis&en for
an remem6er &he
name of ne.l2
in&ro!+e 3eo3le.
.tudents e"hibit
a reaction or
change as a
result of
e"posure to an
attitude#
behavior# or
value.
7". $ar&i+i3a&es in +lass
is+!ssions. 7i1es a
3resen&a&ion. 8!es&ions ne.
ieals, +on+e3&s, moels,
e&+. in orer &o f!ll2
!ners&an &hem. 4no. &he
safe&2 r!les an 3ra+&i+es
&hem.
.tudents
recognize
value and
display this
through
involvement
or
commitment
.
7". Demons&ra&es
6elief in &he
emo+ra&i+
3ro+ess. )s sensi&i1e
&o.ars ini1i!al
an +!l&!ral
ifferen+es (1al!e
i1ersi&2). Sho.s &he
a6ili&2 &o sol1e
3ro6lems. $ro3oses a
3lan &o so+ial
im3ro1emen& an
follo.s &hro!gh .i&h
+ommi&men&.
)nforms managemen&
on ma&&ers &ha& one
feels s&rongl2 a6o!&.
.tudents
determine a
ne' value or
behavior as
important or a
priority.
7". 9e+ogni:es &he nee
for 6alan+e 6e&.een
freeom an res3onsi6le
6eha1ior. A++e3&s
res3onsi6ili&2 for one;s
6eha1ior. '(3lains &he
role of s2s&ema&i+
3lanning in sol1ing
3ro6lems. A++e3&s
3rofessional e&hi+al
s&anars. Crea&es a life
3lan in harmon2 .i&h
a6ili&ies, in&eres&s, an
6eliefs. $riori&i:es &ime
effe+&i1el2 &o mee& &he
nees of &he organi:a&ion,
famil2, an self.
.tudents integrate consistent
behavior as a naturalized
value in spite of discomfort or
cost. The value is
recognized as a part of the
person!s character.
'(. self<relian+e .hen .or5ing
ine3enen&l2. Coo3era&es in
gro!3 a+&i1i&ies (is3la2s
&eam.or5). 0ses an o6=e+&i1e
a33roa+h in 3ro6lem sol1ing.
Dis3la2s a 3rofessional
+ommi&men& &o e&hi+al 3ra+&i+e on
a ail2 6asis. 9e1ises =!gmen&s
an +hanges 6eha1ior in ligh& of
ne. e1ien+e. Val!es 3eo3le for
.ha& &he2 are, no& ho. &he2 loo5.
1ccept
1ttend
>escribe
7"plain
9ocate
@bserve
4ealize
4eceive
4ecognize
Behave
5omply
5ooperate
>iscuss
7"amine
Aollo'
0odel
?resent
4espond
.ho'
.tudies
1ccept
1dapt
Balance
5hoose
>ifferentiate
>efend
:nfluence
?refer
4ecognize
.ee&
Ealue
1dapt
1d8ust
1lter
5hange
5ustomize
>evelop
:mprove
0anipulate
0odify
?ractice
4evise
1uthenticate
5haracterize
>efend
>isplay
7mbody
,abituate
:nternalize
?roduce
4epresent
Ealidate
Eerify
VDS Domains of Learning
VDS Domains of Learning
'lemen&ar2 Val!es an *eha1iors More Highl2 De1elo3e A&&i&!es
)nheri&e Val!e S2s&em ,ell %ho!gh&<o!& Val!e S2s&em
'go+en&ri+ Vie. Higher Le1el A6ili&ies &o )en&if2 an
Ar&i+!la&e >&hers? Val!es