Bloom’s Taxonomy: Learning Domains

Bloom's Taxonomy model is in three parts, or 'overlapping domains'. Again, Bloom used rather academic
language, but the meanings are simple to understand:
[Taxonomy-A set of classification principles or Structure; Domain-Category]
 Cognitive domain (Intellectual Capability, i.e. Knowledge, or 'Think')
 Affective domain (Feelings, Emotions and Behavior, i.e. Attitude, or 'Feel')
 Psychomotor domain (Manual and Physical Skills, i.e. Skills, or 'Do')

This has given rise to the obvious short-hand variations on the theme which summarize the three
domains; for example, Knowledge-Attitude-Skills, KAS-Model, Think-Feel-Do, etc.
In each of the three domains Bloom's Taxonomy is based on the premise that the categories are ordered in
degree of difficulty. An important premise of Bloom's Taxonomy is that each category (or 'level') must be
mastered before progressing to the next. As such the categories within each domain are levels of learning
development, and these levels increase in difficulty.

The simple matrix structure enables a checklist or template to be constructed for the design of learning
programs, training courses, lesson plans, etc. Effective learning - especially in organizations, where training is to
be converted into organizational results - should arguably cover all the levels of each of the domains, where
relevant to the situation and the learner.

The learner should benefit from development of knowledge and intellect (Cognitive Domain); attitude
and beliefs (Affective Domain); and the ability to put physical and bodily skills into effect - to act (Psychomotor
Domain).
Bloom’s Taxonomy Overview

Here's a really simple adapted 'at-a-glance' representation of Bloom's Taxonomy. The definitions are
intended to be simple modern day language, to assist explanation and understanding. This simple overview
can help you (and others) to understand and explain the taxonomy. Refer back to it when considering and
getting to grips with the detailed structures - this overview helps to clarify and distinguish the levels. [Also
called as KAS Model]

Cognitive: Knowledge Affective: Attitude Psychomotor: Skills

1. Recall data 1. Receive (awareness) 1. Imitation (copy)
2. Understand 2. Respond (react) 2. Manipulation (follow
instructions)
3. Apply (use) 3. Value (understand and act) 3. Develop Precision
4. Analyze (structure/elements) 4. Organize personal value 4. Articulation (combine, integrate
system related skills)
5. Synthesize (create/build) 5. Internalize value system 5. Naturalization (automate,
(adopt behavior) become expert)
6. Evaluate (assess, judge in
relational terms)
Cognitive Domain
The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes
the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual
abilities and skills.
There are six major categories, which are listed in order below, starting from the simplest behavior to the most
complex. The categories can be thought of as degrees of difficulties. Normally, the lower skills must be mastered before
you move to the higher skills.
Category
Knowledge: Recall data or
information.
Comprehension: Understand the
meaning, translation,
interpolation, and interpretation
of instructions and problems.
State a problem in one's own
words.
Application: Use a concept in a
new situation or unprompted use
of an abstraction. Applies what
was learned in the classroom into
novel situations in the work
place.
Analysis: Separates material or
concepts into component parts so
that its organizational structure
may be understood. Distinguishes
between facts and inferences.
Synthesis: Builds a structure or
pattern from diverse elements.
Put parts together to form a
whole, with emphasis on creating
a new meaning or structure.
Evaluation: Make judgments
about the value of ideas or
materials.
Examples
Recite a policy. Quote prices from
memory to a customer. Know the
safety rules. Define a term.
Rewrites the principles of test
writing. Explain in one's own
words the steps for performing a
complex task. Translates an
equation into a computer
spreadsheet.
Use a manual to calculate an
employee's vacation time. Apply
laws of statistics to evaluate the
reliability of a written test.
Troubleshoot a piece of
equipment by using logical
deduction. Recognize logical
fallacies in reasoning. Gathers
information from a department
and selects the required tasks for
training.
Write a company operations or
process manual. Design a machine
to perform a specific task.
Integrates training from several
sources to solve a problem.
Revises and process to improve
the outcome.
Select the most effective solution.
Hire the most qualified candidate.
Explain and justify a new budget.
Key Words [Verbs]
Arranges, defines, describes,
identifies, knows, labels, lists,
matches, names, outlines, recalls,
recognizes, reproduces, selects,
states.
Comprehends, converts, defends,
distinguishes, estimates, explains,
extends, generalizes, gives an
example, infers, interprets,
paraphrases, predicts, rewrites,
summarizes, translates.
Applies, changes, computes,
constructs, demonstrates,
discovers, manipulates, modifies,
operates, predicts, prepares,
produces, relates, shows, solves,
uses.
Analyzes, breaks down, compares,
contrasts, diagrams, deconstructs,
differentiates, discriminates,
distinguishes, identifies,
illustrates, infers, outlines, relates,
selects, separates.
Categorizes, combines, compiles,
composes, creates, devises,
designs, explains, generates,
modifies, organizes, plans,
rearranges, reconstructs, relates,
reorganizes, revises, rewrites,
summarizes, tells, writes.
Appraises, compares, concludes,
contrasts, criticizes, critiques,
defends, describes, discriminates,
evaluates, explains, interprets,
justifies, relates, summarizes,
supports.
Bloom’s Revised Taxonomy
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:

Cognitive Domain

Category Examples Key Words [Verbs]

Remembering: Recall Recite a policy. Defines, describes, identifies, knows,
previous learned Quote prices from memory to a labels, lists, matches, names,
information. customer. outlines, recalls, recognizes,
Knows the safety rules. reproduces, selects, states.
Understanding: Comprehen Rewrites the principles of test writing. Comprehends, converts, defends,
ding the meaning, Explain in one's own words the steps for distinguishes, estimates, explains,
translation, interpolation, performing a complex task. extends, generalizes, gives an
and interpretation of Translates an equation into a computer example, infers, interprets,
instructions and problems. spreadsheet. paraphrases, predicts, rewrites,
State a problem in one's summarizes, translates.
own words.
Applying: Use a concept in Use a manual to calculate an employee's Applies, changes, computes,
a new situation or vacation time. constructs, demonstrates, discovers,
unprompted use of an Apply laws of statistics to evaluate the manipulates, modifies, operates,
abstraction. Applies what reliability of a written test. predicts, prepares, produces, relates,
was learned in the shows, solves, uses.
classroom into novel
situations in the work
place.
Analyzing: Separates Troubleshoot a piece of equipment by Analyzes, breaks down, compares,
material or concepts into using logical deduction. contrasts, diagrams, deconstructs,
component parts so that its Recognize logical fallacies in reasoning. differentiates, discriminates,
organizational structure Gathers information from a department distinguishes, identifies, illustrates,
may be understood. and selects the required tasks for infers, outlines, relates, selects,
Distinguishes between training. separates.
facts and inferences.
Evaluating: Make Select the most effective solution. Hire Appraises, compares, concludes,
judgments about the value the most qualified candidate. Explain contrasts, criticizes, critiques,
of ideas or materials. and justify a new budget. defends, describes, discriminates,
evaluates, explains, interprets,
justifies, relates, summarizes,
supports.
Creating: Builds a structure Write a company operations or process Categorizes, combines, compiles,
or pattern from diverse manual. composes, creates, devises, designs,
elements. Put parts Design a machine to perform a specific explains, generates, modifies,
together to form a whole, task. organizes, plans, rearranges,
with emphasis on creating Integrates training from several sources reconstructs, relates, reorganizes,
a new meaning or to solve a problem. Revises and process revises, rewrites, summarizes, tells,
structure. to improve the outcome. writes.

Psychomotor 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
Simpson’s and Harrow’s 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 Dave’s 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.]
Affective 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]

Receiving Phenomena: Awareness, Listen to others with respect. Listen for Asks, chooses,
willingness to hear, selected attention. and remember the name of newly describes, follows,
introduced people. gives, holds, identifies,
locates, names, points
to, selects, sits, erects,
replies, uses.
Responding to Phenomena: Active Participates in class discussions. Gives Answers, assists, aids,
participation on the part of the a presentation. complies, conforms,
learners. Attends and reacts to a Questions new ideals, concepts, discusses, greets,
particular phenomenon. Learning models, etc. in order to fully helps, labels,
outcomes may emphasize compliance in understand them. performs, practices,
responding, willingness to respond, or Know the safety rules and practices presents, reads,
satisfaction in responding (motivation). them. recites, reports,
selects, tells, writes.
Valuing: The worth or value a person Demonstrates belief in the democratic Completes,
attaches to a particular object, process. Is sensitive towards individual demonstrates,
phenomenon, or behavior. This ranges and cultural differences (value differentiates,
from simple acceptance to the more diversity). explains, follows,
complex state of commitment. Valuing is Shows the ability to solve problems. forms, initiates,
based on the internalization of a set of Proposes a plan to social improvement invites, joins, justifies,
specified values, while clues to these and follows through with proposes, reads,
values are expressed in the learner's commitment. reports, selects,
overt behavior and are often identifiable. Informs management on matters that shares, studies, works.
one feels strongly about.
Organization: Organizes values into Recognizes the need for balance Adheres, alters,
priorities by contrasting different values, between freedom and responsible arranges, combines,
resolving conflicts between them, and behavior. compares, completes,
creating a unique value system. The Accepts responsibility for one's defends, explains,
emphasis is on comparing, relating, and behavior. formulates,
synthesizing values. Explains the role of systematic generalizes, identifies,
planning in solving problems. integrates, modifies,
Accepts professional ethical orders, organizes,
standards. prepares, relates,
Creates a life plan in harmony with synthesizes.
abilities, interests, and beliefs.
Prioritizes time effectively to meet the
needs of the organization, family, and
self.
Internalizing values Shows self-reliance when working Acts, discriminates,
(characterization): Has a value system independently. displays, influences,
that controls their behavior. The behavior Cooperates in group listens, modifies,
is pervasive, consistent, predictable, and activities (displays teamwork). performs, practices,
most importantly, characteristic of the Uses an objective approach in proposes, qualifies,
learner. Instructional objectives are problem solving. questions, revises,
concerned with the student's general Displays a professional commitment serves, solves, verifies.
patterns of adjustment (personal, social, to ethical practice on a daily basis.
emotional). Revises judgments and changes
behavior in light of new evidence.
Values people for what they are, not
how they look.
 1. Simpson’s Psychomotor Domain

Category Examples Key Words [Verbs]

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

Category Examples Key Words [Verbs]

Imitation: Observing and patterning Copying a work of art. Copy, follow, mimic,
behavior after someone else. Performing a skill while observing a repeat, replicate,
Performance may be of low quality. demonstrator. reproduce, trace
Manipulation: Being able to perform Being able to perform a skill on one's own Act, execute,
certain actions by memory or after taking lessons or reading about it. perform
following instructions. Follows instructions to build a model.
Precision: Refining, becoming more Working and reworking something, so it will Calibrate,
exact. Performing a skill within a high be “just right.” demonstrate,
degree of precision. Perform a skill or task without assistance. master,
Demonstrate a task to a beginner. perfectionism
Articulation: Coordinating and Combining a series of skills to produce a Adapt, constructs,
adapting a series of actions to achieve video that involves music, drama, color, creates, modifies
harmony and internal consistency. sound, etc.
Combining a series of skills or activities to
meet a novel requirement.
Naturalization: Mastering a high level Maneuvers a car into a tight parallel parking Design,
performance until it becomes second- spot. development
nature or natural, without needing to Operates a computer quickly and accurately.
think much about it. Displays competence while playing the
piano.
Michael Jordan playing basketball or Nancy
Lopez hitting a golf ball.

3. Harrow’s Psychomotor Domain

Category Examples Key Words [Verbs]

Reflex Movements: Reactions that are Instinctive response React, respond
not learned, such as an involuntary
reaction
Fundamental Movements: Basic Perform a simple task Grasp and object,
movements such as walking, or grasping. throw a ball, walk
Perceptual Abilities: Response to stimuli Track a moving object, recognize a Catch a ball, draw or
such as visual, auditory, kinesthetic, or pattern write
tactile discrimination.
Physical Abilities (fitness): Stamina that Gain strength, run a marathon Agility, endurance,
must be developed for further strength
development such as strength and
agility.
Skilled movements: Advanced learned Using an advanced series of integrated Adapt, constructs,
movements as one would find in sports movements, perform a role in a stage creates, modifies
or acting. play or play in a set of series in a sports
game.
No discursive communication: Use Express one's self by using movements Interpretation
effective body language, such as gestures and gestures
and facial expressions.
 Application of Bloom’s Taxonomy

Bloom's Taxonomy has therefore since 1956 provided a basis for ideas which have been used (and
developed) around the world by academics, educators, teachers and trainers, for the preparation of learning
evaluation materials, and also provided the platform for the complete 'Bloom's Taxonomy' (including the detail
for the third 'Psychomotor Domain') as we see it today. Collectively these concepts which make up the whole
Bloom Taxonomy continue to be useful and very relevant to the planning and design of: school, college and
university education, adult and corporate training courses, teaching and lesson plans, and learning materials;
they also serve as a template for the evaluation of: training, teaching, learning and development, within every
aspect of education and industry.

If you are involved in the design, delivery or evaluation of teaching, training, courses, learning and
lesson plans, you should find Bloom's Taxonomy useful, as a template, framework or simple checklist to ensure
you are using the most appropriate type of training or learning in order to develop the capabilities required or
wanted.

Bloom's Taxonomy provides an excellent structure for planning, designing, assessing and evaluating
training and learning effectiveness. The model also serves as a sort of checklist, by which you can ensure that
training is planned to deliver all the necessary development for students, trainees or learners, and a template
by which you can assess the validity and coverage of any existing training, be it a course, a curriculum, or an
entire training and development program for a large organization.
 Provide a framework to develop and promote creative thinking skills in Education, Industry,
Administration and Daily life.
 Motivate you to understand and implement the Higher Order Thinking Skills [HOTS] which is a great aid
for a meaningful and scientific Personal Development Program or Courses.
 Deliver a method to design and develop a logical system to cultivate Attitudes and Beliefs which are
especially useful in the modern day personal development industry.
 Help to develop a system of categories of learning behavior to assist in the design and assessment of
educational learning and training.
 Most corporate trainers, HR professionals, coaches and teachers will benefit significantly by simply
understanding the basics of Bloom's Taxonomy.
 Propose and suggest a plan for skills development related to manual tasks and physical movements:
Soft skills, Business and social skills, Operations Etc.

Simpson's version is particularly useful if you are taking adults out of their comfort zones, because it addresses
sensory, perception (and by implication attitudinal) and preparation issues. For example anything fearsome or
threatening, like emergency routines, conflict situations, tough physical tasks or conditions.

Harrow's version is particularly useful if you are developing skills which are intended ultimately to express,
convey and/or influence feelings, because its final level specifically addresses the translation of bodily activities
(movement, communication, body language, etc) into conveying feelings and emotion, including the effect on
others. For example, public speaking, training itself, and high-level presentation skills.

The Harrow and Simpson models are also appropriate for other types of adult development. For example,
teaching adults to run a difficult meeting, or make a parachute jump, will almost certainly warrant attention on
sensory perception and awareness, and on preparing oneself mentally, emotionally, and physically. In such
cases therefore, Simpson's or Harrow's model would be more appropriate than Dave's.