domains
Benjamin Bloom's Taxonomy of Learning
Domains - Cognitive, Affective,
Psychomotor Domains - design and
evaluation toolkit for training and
learning
Bloom's Taxonomy, (in full: 'Bloom's Taxonomy of Learning Domains', or
strictly speaking: Bloom's 'Taxonomy Of Educational Objectives') was
initially (the first part) published in 1956 under the leadership of
American academic and educational expert Dr Benjamin S Bloom.
'Bloom's Taxonomy' was originally created in and for an academic
context, (the development commencing in 1948), when Benjamin
Bloom chaired a committee of educational psychologists, based in
American education, whose aim was to develop a system of categories
of learning behaviour to assist in the design and assessment of
educational learning. Bloom's Taxonomy has since been expanded over
many years by Bloom and other contributors (notably Anderson and
Krathwhol as recently as 2001, whose theories extend Bloom's work to
far more complex levels than are explained here, and which are more
relevant to the field of academic education than to corporate training
and development).
You might find it helpful now to see the Bloom Taxonomy overview. Did
you realise there were all these potential dimensions to training and
learning?
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.
This has given rise to the obvious short-hand variations on the theme
which summarise the three domains; for example, Skills-Knowledge-
Attitude, KAS, Do-Think-Feel, etc.
Various people have since built on Bloom's work, notably in the third
domain, the 'psychomotor' or skills, which Bloom originally identified in
a broad sense, but which he never fully detailed. This was apparently
because Bloom and his colleagues felt that the academic environment
held insufficient expertise to analyse and create a suitable reliable
structure for the physical ability 'Psychomotor' domain. While this
might seem strange, such caution is not uncommon among expert and
highly specialised academics - they strive for accuracy as well as
innovation. In Bloom's case it is as well that he left a few gaps for
others to complete the detail; the model seems to have benefited from
having several different contributors fill in the detail over the years,
such as Anderson, Krathwhol, Masia, Simpson, Harrow and Dave (these
last three having each developed versions of the third 'Psychomotor'
domain).
5. 5. Naturalization
Internalize (automate,
6. Evaluate (assess, value become expert)
judge in relational system
terms) (adopt
behaviour)
(Detail of Bloom's Taxonomy Domains: 'Cognitive Domain' - 'Affective
Domain' - 'Psychomotor Domain')
Note also that the Psychomotor Domain featured above is based on the
domain detail established by RH Dave (who was a student of Bloom) in
1967 (conference paper) and 1970 (book). The Dave model is the
simplest and generally easiest to apply in the corporate development
environment. Alternative Psychomotor Domains structures have been
suggested by others, notably Harrow and Simpson's models detailed
below. I urge you explore the Simpson and Harrow Psychomotor
Domain alternatives - especially for the development of children and
young people, and for developing skills in adults that take people out
of their comfort zones. This is because the Simpson and Harrow models
offer different emotional perspectives and advantages, which are
useful for certain learning situations, and which do not appear so
obviously in the structure of the Dave model.
cognitive domain
'key
words'
(verbs
examples of
which
activity to be
describe
behaviour trained, or
category or the
level description demonstratio
'level' activity to
s n and
be trained
evidence to
or
be measured
measured
at each
level)
explain,
reiterate,
reword,
explain or critique,
interpret classify,
understand meaning from a summarise,
meaning, re- given scenario or illustrate,
state data in statement, translate,
Comprehensio one's own suggest review,
2
n words, treatment, report,
interpret, reaction or discuss, re-
extrapolate, solution to given write,
translate problem, create estimate,
examples or interpret,
metaphors theorise,
paraphrase,
reference,
example
use, apply,
discover,
manage,
execute,
use or apply
solve,
knowledge, put a theory into
produce,
put theory into practical effect,
implement,
practice, use demonstrate,
3 Application construct,
knowledge in solve a problem,
change,
response to manage an
prepare,
real activity
conduct,
circumstances
perform,
react,
respond,
role-play
develop,
develop plans or plan, build,
develop new procedures, create,
unique design solutions, design,
structures, integrate organise,
systems, methods, revise,
Synthesis
5 models, resources, ideas, formulate,
(create/build)
approaches, parts; create propose,
ideas; creative teams or new establish,
thinking, approaches, write assemble,
operations protocols or integrate, re-
contingencies arrange,
modify
Refresh your understanding of where this fits into the Bloom Taxonomy
overview.
The above version is the original, and according to the examples and
assumptions presented in the above matrix, is perfectly appropriate
and logical. I also personally believe the above order to be appropriate
for corporate and industrial training and development if
'Evaluation' is taken to represent executive or strategic
assessment and decision-making, which is effectively at the
pinnacle of the corporate intellect-set.
I believe inversion of Synthesis and Evaluation carries a risk unless it is
properly qualified. This is because the highest skill level absolutely
must involve strategic evaluation; effective management -
especially of large activities or organisations - relies on strategic
evaluation. And clearly, strategic evaluation, is by implication
included in the 'Evaluation' category.
affective domain
'key words'
(verbs
examples of
which
experience,
describe
behaviour or
category or the activity
level description demonstratio
'level' to be
s n and
trained or
evidence to
measured
be measured
at each
level)
listen to teacher
or trainer, take ask, listen,
interest in focus, attend,
session or take part,
learning discuss,
open to
experience, take acknowledge,
1 Receive experience,
notes, turn up, hear, be open
willing to hear
make time for to, retain,
learning follow,
experience, concentrate,
participate read, do, feel
passively
react,
respond, seek
clarification,
participate interpret,
actively in group clarify,
discussion, active provide other
participation in references
react and activity, interest and
2 Respond participate in outcomes, examples,
actively enthusiasm for contribute,
action, question question,
and probe ideas, present, cite,
suggest become
interpretation animated or
excited, help
team, write,
perform
argue,
decide worth and
challenge,
relevance of
attach values debate,
ideas,
and express refute,
3 Value experiences;
personal confront,
accept or commit
opinions justify,
to particular
persuade,
stance or action
criticise,
build,
develop,
qualify and formulate,
reconcile
quantify personal defend,
Organise or internal
views, state modify, relate,
4 Conceptualiz conflicts;
personal position prioritise,
e values develop value
and reasons, reconcile,
system
state beliefs contrast,
arrange,
compare
self-reliant;
act, display,
Internalize or adopt belief behave
influence,
5 characterise system and consistently with
solve,
values philosophy personal value
practice,
set
This domain for some people can be a little trickier to understand than
the others. The differences between the levels, especially between 3,
4, and 5, are subtle, and not so clear as the separations elsewhere in
the Taxonomy. You will find it easier to understand if you refer back to
the bloom's taxonomy learning domains at-a-glance.
3. bloom's taxonomy - psychomotor
domain - (physical - skills - 'do')
The Psychomotor Domain was ostensibly established to address skills
development relating to manual tasks and physical movement,
however it also concerns and covers modern day business and social
skills such as communications and operation IT equipment, for
example telephone and keyboard skills, or public speaking. Thus,
'motor' skills extend beyond the originally traditionally imagined
manual and physical skills, so always consider using this domain, even
if you think your environment is covered adequately by the Cognitive
and Affective Domains. Whatever the training situation, it is likely that
the Psychomotor Domain is significant. The Dave version of the
Psychomotor Domain is featured most prominently here because in my
view it is the most relevant and helpful for work- and life-related
development, although the Psychomotor Domains suggested by
Simpson and Harrow are more relevant and helpful for certain types of
adult training and development, as well as the teaching and
development of young people and children, so do explore them all.
Each has its uses and advantages.
'key words'
(verbs
which
examples of
describe
activity or
behaviour the
category or demonstratio
level description activity to
'level' n and
s be trained
evidence to
or
be measured
measured
at each
level)
re-create,
reproduce
carry out task build,
activity from
2 Manipulation from written or perform,
instruction or
verbal instruction execute,
memory
implement
perform a task or
activity with
expertise and to
demonstrate,
execute skill high quality
complete,
reliably, without
3 Precision show, perfect,
independent of assistance or
calibrate,
help instruction; able
control,
to demonstrate
an activity to
other learners
construct,
relate and solve,
adapt and combine combine,
integrate associated coordinate,
expertise to activities to integrate,
4 Articulation
satisfy a non- develop methods adapt,
standard to meet varying, develop,
objective novel formulate,
requirements modify,
master
In my view the Dave model is adequate and appropriate for most adult
training in the workplace.
For young children, or for adults learning entirely new and challenging
physical skills (which may require some additional attention to
awareness and perception, and mental preparation), or for anyone
learning skills which involve expression of feeling and emotion, then
the Simpson or Harrow models can be more useful because they more
specifically address these issues.
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.
mental, physical
or emotional
arrange,
preparation
2 Set readiness prepare, get
before
set
experience or
task
imitate or follow
Guided imitate, copy,
3 attempt instruction, trial
Response follow, try
and error
competently make,
basic respond to perform,
4 Mechanism
proficiency stimulus for shape,
action complete
alter response to
adjust,
adaptable reliably meet
6 Adaptation integrate,
proficiency varying
solve
challenges
As ever, choose the framework that best fits your situation, and the
needs and aims of the trainees or students.
respond
Reflex involuntary react,
1 physically
Movement reaction respond
instinctively
endure,
maintain,
develop strength,
Physical repeat,
4 fitness endurance,
Abilities increase,
agility, control
improve,
exceed
drive, build,
execute and
juggle, play a
Skilled complex adapt advanced,
5 musical
Movements operations integrated
instrument,
movements
craft
express and
convey
meaningfully
Non-discursive activity expresses feeling and
expressive
6 Communicatio meaningful meaning
activity or
n interpretation through
output
movement
and actions
Use Bloom's Taxonomy in the ways that you find helpful for your own
situation.