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Bloom's Taxonomy of Learning Domains
The Three Types of Learning
There is more than one type of
learning. A committee of colleges, led by Benjamin Bloom (1956),
identified three domains of educational activities:
- Cognitive: mental skills
(Knowledge)
- Affective: growth in
feelings or emotional areas (Attitude)
- Psychomotor: manual or
physical skills (Skills)
Since the work was produced by higher
education, the words tend to be a little bigger than we normally use.
Domains can be thought of as categories. Trainers often refer to these
three domains as KSA (Knowledge, Skills, and Attitude). This taxonomy
of learning behaviors can be thought of as "the goals of the training
process." That is, after the training session, the learner should have
acquired new skills, knowledge, and/or attitudes.
The committee also produced an
elaborate compilation for the cognitive and affective domains, but none
for the psychomotor domain. Their explanation for this oversight was
that they have little experience in teaching manual skills within the
college level.
This compilation divides the
three domains into subdivisions, starting from the simplest behavior 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, Bloom's taxonomy is easily
understood and is probably the most widely applied one in use
today.
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The cognitive domain (Bloom, 1956) involves knowledge and the
development of intellectual skills. 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. That is, the first one must be
mastered before the next one can take place
| Category |
Example and Key
Words |
| Knowledge: Recall data or
information. |
Examples: Recite a policy.
Quote prices from memory to a customer. Knows the safety rules.
Key Words: defines, describes,
identifies, knows, labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states. |
| Comprehension: Understand
the meaning, translation, interpolation, and interpretation of
instructions and problems. State a problem in one's own words. |
Examples: 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.
Key Words: Comprehends,
converts, defends, distinguishes, estimates, explains, extends,
generalizes, gives Examples, infers, interprets, paraphrases, predicts,
rewrites, summarizes, translates. |
| 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. |
Examples: Use a manual to
calculate an employee's vacation time. Apply laws of statistics to
evaluate the reliability of a written test.
Key Words: applies, changes,
computes, constructs, demonstrates, discovers, manipulates, modifies,
operates, predicts, prepares, produces, relates, shows, solves,
uses. |
| Analysis: Separates
material or concepts into component parts so that its organizational
structure may be understood. Distinguishes between facts and
inferences. |
Examples: 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.
Key Words: analyzes, breaks
down, compares, contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies, illustrates, infers,
outlines, relates, selects, separates. |
| 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. |
Examples: 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.
Key Words: categorizes,
combines, compiles, composes, creates, devises, designs, explains,
generates, modifies, organizes, plans, rearranges, reconstructs,
relates, reorganizes, revises, rewrites, summarizes, tells,
writes. |
| Evaluation: Make judgments
about the value of ideas or materials. |
Examples: Select the most
effective solution. Hire the most qualified candidate. Explain and
justify a new budget.
Key Words: appraises,
compares, concludes, contrasts, criticizes, critiques, defends,
describes, discriminates, evaluates, explains, interprets, justifies,
relates, summarizes, supports. |
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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
|
Example and Key
Words
|
| Receiving Phenomena: Awareness, willingness to
hear, selected attention.. |
Examples: Listen to others with respect. Listen for
and remember the name of newly introduced people.
Key Words: asks, chooses, describes, follows, gives,
holds, identifies, locates, names, points to, selects, sits, erects,
replies, uses. |
| Responding to Phenomena: Active participation on
the part of the learners. Attends and reacts to a particular
phenomenon. Learning outcomes may emphasize compliance in responding,
willingness to respond, or satisfaction in responding
(motivation). |
Examples: Participates in class
discussions. Gives a presentation. Questions new ideals,
concepts, models, etc. in order to fully understand them. Know the
safety rules and practices them.
Key Words: answers, assists, aids, complies, conforms,
discusses, greets, helps, labels, performs, practices, presents, reads,
recites, reports, selects, tells, writes. |
| Valuing: The worth or value a person attaches to a
particular object, phenomenon, or behavior. This ranges from
simple acceptance to the more complex state of commitment. Valuing
is based on the internalization of a set of specified values, while
clues to these values are expressed in the learner's overt behavior and
are often identifiable. |
Examples: Demonstrates belief in the
democratic process. Is sensitive towards individual and cultural
differences (value diversity). Shows the ability to solve
problems. Proposes a plan to social improvement and follows
through with commitment. Informs management on matters that one feels
strongly about.
Key Words: completes, demonstrates, differentiates,
explains, follows, forms, initiates, invites, joins, justifies,
proposes, reads, reports, selects, shares, studies, works. |
| Organization: Organizes values into priorities by
contrasting different values, resolving conflicts between them, and
creating an unique value system. The emphasis is on comparing,
relating, and synthesizing values. |
Examples: Recognizes the need for balance
between freedom and responsible behavior. Accepts responsibility
for one's behavior. Explains the role of systematic planning in solving
problems. Accepts professional ethical standards. Creates a
life plan in harmony with abilities, interests, and beliefs.
Prioritizes time effectively to meet the needs of the organization,
family, and self.
Key Words: adheres, alters, arranges, combines,
compares, completes, defends, explains, formulates, generalizes,
identifies, integrates, modifies, orders, organizes, prepares, relates,
synthesizes. |
| Internalizing values (characterization): Has a
value system that controls their behavior. The behavior is
pervasive, consistent, predictable, and most importantly,
characteristic of the learner. Instructional objectives are
concerned with the student's general patterns of adjustment (personal,
social, emotional). |
Examples: Shows self-reliance when
working independently. Cooperates in group
activities (displays teamwork). Uses an objective approach in
problem solving. Displays a professional commitment to
ethical practice on a daily basis. Revises judgments and changes
behavior in light of new evidence. Values people for what they are, not
how they look.
Key Words: acts, discriminates, displays, influences,
listens, modifies, performs, practices, proposes, qualifies, questions,
revises, serves, solves, verifies. |
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The psychomotor domain (Simpson, 1972) 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:
|
Category
|
Example and Key
Words
|
| Perception: The ability to use sensory cues to
guide motor activity. This ranges from sensory stimulation,
through cue selection, to translation. |
Examples: Detects non-verbal communication
cues. Estimate where a ball will land after it is thrown and then
moving to the correct location to catch the ball. 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.
Key Words: chooses, describes, detects,
differentiates, distinguishes, identifies, isolates, relates,
selects. |
| 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). |
Examples: Knows and acts upon a sequence of
steps in a manufacturing process. Recognize one's abilities and
limitations. Shows desire to learn a new process (motivation). NOTE:
This subdivision of Psychomotor is closely related with the "Responding
to phenomena" subdivision of the Affective domain.
Key Words: begins, displays, explains, moves,
proceeds, reacts, shows, states, volunteers. |
| Guided Response: The early stages in learning a
complex skill that includes imitation and trial and error. Adequacy of
performance is achieved by practicing. |
Examples: Performs a mathematical equation as
demonstrated. Follows instructions to build a model. Responds
hand-signals of instructor while learning to operate a forklift.
Key Words: copies, traces, follows, react, reproduce,
responds |
| Mechanism: 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. |
Examples: Use a personal
computer. Repair a leaking faucet. Drive a car.
Key Words: assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats, manipulates,
measures, mends, mixes, organizes, sketches. |
| 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 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. |
Examples: Maneuvers a car into a tight
parallel parking spot. Operates a computer quickly and accurately.
Displays competence while playing the piano.
Key Words: assembles, builds, calibrates, constructs,
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. |
| Adaptation: Skills are well developed and the
individual can modify movement patterns to fit special
requirements. |
Examples: Responds effectively to
unexpected experiences. Modifies instruction to meet the needs of
the learners. 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).
Key Words: adapts, alters, changes, rearranges,
reorganizes, revises, varies. |
| Origination: Creating new movement patterns to fit
a particular situation or specific problem. Learning outcomes emphasize
creativity based upon highly developed skills. |
Examples: Constructs a new theory.
Develops a new and comprehensive training programming. Creates a new
gymnastic routine.
Key Words: arranges, builds, combines, composes,
constructs, creates, designs, initiate, makes, originates. |
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As mentioned earlier, the committee did not produce a compilation
for the psychomotor domain model, but others have. The one discussed
above is by Simpson (1972). There are two other popular versions:
Dave's (1975):
- Imitation: Observing and patterning behavior after
someone else. Performance may be of low quality. Example: Copying a
work of art.
- Manipulation: Being able to perform certain
actions by following instructions and practicing. Example: Creating
work on one's own, after taking lessons, or reading about it.
- Precision: Refining, becoming more exact. Few
errors are apparent. Example: Working and reworking something, so it
will be "just right."
- Articulation: Coordinating a series of actions,
achieving harmony and internal consistency. Example: Producing a video
that involves music, drama, color, sound, etc.
- Naturalization: Having high level performance
become natural, without needing to think much about it. Examples:
Michael Jordan playing basketball, Nancy Lopez hitting a golf ball,
etc.
Harrow's (1972):
- Reflex movements - Reactions that are not
learned.
- Fundamental movements - Basic movements such as
walking, or grasping.
- Perception - Response to stimuli such as visual,
auditory, kinesthetic, or tactile discrimination.
- Physical abilities - Stamina that must be
developed for further development such as strength and agility.
- Skilled movements - Advanced learned movements as
one would find in sports or acting.
- No discursive communication - Effective body
language, such as gestures and facial expressions.
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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.
This new taxonomy reflects a more active form of thinking and is
perhaps more accurate:
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Source:nwlink
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