Cognitive Domain Blooms Taxonomy

Benjamin S. Bloom, Taxonomy of Educational Objectives: The Classification of Educational Goals (New
York: David McKay, 1956).

Knowledge is defined as the remembering of previously learned material. This may involve the recall of a
wide range material, from specific facts to complete theories, but all that is required is for the student to bring
to mind the appropriate information. Knowledge represents the lowest level of learning outcomes in the
cognitive domain.
Objectives: Know common terms, specific facts, methods, procedures, basic concepts, principles.
Verbs for expressing learning outcomes: define, describe, identify, label, list, match, name, recall,
reproduce, select, state.
Comprehension is defined as the ability to grasp the meaning of material. This may be shown by
translating material from one form to another (words to numbers), by interpreting material (explaining or
summarizing), and by estimating future trends (predicting consequences or effects). These learning
outcomes go one step beyond the simple remembering of material, and represent the lowest level of
understanding.
Objectives: Understand facts and principles. Interpret verbal material, charts, graphs. Translate verbal
material to mathematical formulas. Estimate future consequences implied by data. Justify method and
procedures.
Verbs for expressing learning outcomes: convert, defend, distinguish, estimate, explain, infer, paraphrase,
predict, rewrite, summarize.
Application refers to the ability to use learned material in new and concrete situations. This may include the
application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in
this area require a higher level of understanding than those under comprehension.
Objectives: Apply concepts and principles to new situations. Apply laws and theories to practical situations.
Solve mathematical problems. Construct charts and graphs.
Verbs for expressing learning outcomes: change, compute, demonstrate, discover, manipulate, prepare,
produce, relate, show, use.
Analysis refers to the ability to break down material into its component parts so that its organizational
structure may be understood. This may include the identification of the parts, analysis of the relationships
between parts, and recognition of the organizational principles involved. Learning outcomes here represent
a higher intellectual level than comprehension and application because they require an understanding of
both the content and the structural form of the material. Differentiate.
Objectives: Recognize unstated assumptions and logical fallacies in reasoning. Distinguish between facts
and inferences. Evaluate the relevancy of data. Analyze the organizational structure of a work.
Verbs for expressing learning outcomes: break down, diagram, differentiate, discriminate, distinguish,
outline, point out, relate select, separate, subdivide.
Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of
a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract
relations (scheme for classifying information). Learning outcomes in this area stress creative behaviors, with
major emphasis on the formulation of new patterns of structures. Integrate.
Objectives: Write a well-organized theme or give a well-organized speech. Propose a plan or create a new
work or writing, music, art. Integrate learning from different areas into a plan to solve new problems.
Formulate or develop new schemes for classifying.
Verbs for expressing learning outcomes: compile, compose, create, devise, design, generate, modify,
organize, plan, rearrange, reconstruct, relate, revise, rewrite, write.
Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research
report) for a given purpose. The judgments are to be based on definite criteria. These may be internal
criteria (organization) or external criteria (relevance to the purpose), and the student may determine the
criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they
contain elements of all of the other categories, plus conscious value judgments based on clearly defined
criteria.

Objectives: Judge the logical consistency, the adequacy of conclusions, the value of a work by use of
internal criteria, the value of a work by use of external standards.
Verbs for expressing learning outcomes: appraise, compare, conclude, contrast, critique, justify, interpret,
relate, support.
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Bloom's Taxonomy of Cognitive Development

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the
lowest level, through increasingly more complex and abstract mental levels, to the highest order which is
classified as evaluation. A description of the six levels as well as verb examples that represent intellectual
activity are listed here.

Knowledge

is defined as
remembering of previously learned material. This
may involve the recall of a wide range of material,
from specific facts to complete theories, but all that
is required is the bringing to mind of the
appropriate information. Knowledge represents the
lowest level of learning outcomes in the cognitive
domain.
Verbs: arrange, define, duplicate, label, list,
memorize, name, order, recognize, relate, recall,
repeat, reproduce state.

Comprehension is defined as
the ability to grasp the meaning of material. This
may be shown by translating material from one
form to another (words to numbers), by interpreting
material (explaining or summarizing), and by
estimating furture trends (predicting consequences
or effects). These learning outcomes go one step
beyond the simple remembering of material, and
represent the lowest level of understanding.
Verbs: classify, describe, discuss, explain,
express, identify, indicate, locate, recognize,
report, restate, review, select, translate.

Application refers to the ability to use learned material in new and concrete situations. This
may include the application of such things as rules, methods, concepts, principles, laws, and theories.
Learning outcomes in this area require a higher level of understanding than those under comprehension.
Verbs: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule,
sketch, solve, use, write.

Analysis refers to the ability to break down material into its component parts so that its
organizational structure may be understood. This may include the identification of the parts, analysis of the
relationships between parts, and recognition of the organizational principles involved. Learning outcomes

here represent a higher intellectual level than comprehension and application becasue they require an
understanding of both the content and the structural form of the material.
Verbs: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment, question, test.

Synthesis

refers to the ability to put parts together to form a new whole. This may involve the
production of a unique communication (theme or speech), a plan of operations (research proposal), or a set
of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative
behaviors, with major emphasis on the formulation of new patterns or structures.
Verbs: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage,
organize, plan, prepare, propose, set up, write.

Evaluation

is concerned with the ability to judge the value of material (statement, novel, poem,
research report) for a given purpose. The judgements are to be based on definite criteria. These may be
internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine
the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because
they contain elements of all the other categories, plus conscious value judgements based on clearly defined
criteria.
Verbs: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select,
support, value, evaluate.
Reference: Major categories in the cognitive domain of the taxonomy of educational objectives (Bloom,
1956).

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Verbs that Express Learning Outcomes or Competencies

This list of verbs (adapted from Jerrold Kemp's "Shopping List of Verbs) is arranged according to Bloom's
Taxonomy of Learning. Use this list to help you express distinct performance expectations you have of your
students. In general, cognitive competency in a field begins with knowledge level learning and advances up
the taxonomy to comprehension, application, and then the higher order skills involved in analysis, synthesis,
and evaluation or problem solving.

Knowledge

Comprehension

Application

arrange
define
duplicate
know
label
list
match
memorize
name
order

characterize
classify
complete
depict
describe
discuss
establish
explain
express
identify

administer
apply
calculate
choose
compute
conduct
demonstrate
dramatize
employ
implement

quote
recognize
recall
repeat
reproduce
restate
retain

illustrate
locate
recognize
report
relate
review
sort
translate

interpret
operate
perform
practice
prescribe
roleplay
sketch
solve

Analysis

Synthesis

Evaluation

analyze
appraise
categorize
compare
contrast
critique
diagram
differentiate
discriminate
distinguish
examine
experiment
explore
inventory
investigate
question
research
test

combine
compose
consolidate
construct
create
design
formulate
hypothesize
integrate
merge
organize
plan
propose
synthesize
systematize
theorize
unite
write

appraise
argue
assess
critique
defend
envision
estimate
evaluate
examine
grade
inspect
judge
justify
rank
rate
review
value

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Affective Domain - Krathwohl's Taxonomy

David, R. Krathwohl, Benjamin S. Bloom, and Bertram B. Masia. Taxonomy of Educational Objectives: The
Classification of Educational Goals. (New York: David McKay, 1964).

Receiving refers to the student's willingness to attend to particular phenomena of stimuli (classroom
activities, textbook, music, etc.). From a teaching standpoint, it is concerned with getting, holding, and
directing the student's attention. Learning outcomes in this area range from the simple awareness that a
thing exists to selective attention on the part of the learner. Receiving represents the lowest level of learning
outcomes in the affective domain.
Objectives: Listen, show sensitivity, accept differences, attend closely.
Verbs for expressing learning outcomes: ask, choose, describe, follow, give, hold, identify, reply, select, use.
Responding refers to active participation on the part of the student. At this level he or she not only attends
to a particular phenomenon but also reacts to it in some way. Learning outcomes in this area may
emphasize acquiescence in responding (reads assigned material), willingness to respond (voluntarily reads
beyond assignment), or satisfaction in responding (reads for pleasure or enjoyment). The higher levels of
this category include those instructional objectives that are commonly classified under "interest"; that is,
those that stress the seeking out and enjoyment of particular activities.
Objectives: Obey rules, complete expectations, participate, volunteer, show interest, enjoy.
Verbs for expressing learning outcomes: assist, conform, greet, help, perform, present, read, select, tell,
write.

Valuing is concerned with the worth or value a student attaches to a particular object, phenomenon, or
behavior. This ranges in degree from the simpler acceptance of a value (desires to improve group skills) to
the more complex level of commitment (assumes responsibility for the effective functioning of the group).
Valuing is based on the internalization of a set of specified values, but clues to these values are expressed
in the student's overt behavior. Learning outcomes in this area are concerned with behavior that is
consistent and stable enough to make the value clearly identifiable. Instructional objectives that are
commonly classified under "attitudes" and "appreciation" would fall into this category.
Objectives: Demonstrate belief in, appreciate, show concern, demonstrate problem-solving attitude,
demonstrate commitment.
Verbs for expressing learning outcomes: complete, explain, follow, form, initiate, invite, join, justify, propose,
share.
Organization is concerned with bringing together different values, resolving conflicts between them, and
beginning the building of an internally consistent value system. Thus the emphasis is on comparing, relating,
and synthesizing values. Learning outcomes may be concerned with the conceptualization of a value
(recognizes the responsibility of each individual for improving human relations) or with the organization of a
value system (develops a vocational plan that satisfies his or her need for both economic security and social
service). Instructional objectives relating to the development of a philosophy of life would fall into this
category.
Objectives: Recognize need for balance, recognize role of systematic planning in problem solving, accept
responsibility, accept own strengths and limitations, formulate plan for harmony with others.
Verbs for expressing learning outcomes: adhere, alter, arrange, combine, generalize, identify, integrate,
modify, order, organize, prepare, relate, synthesize.
Characterization by a value or value set. The individual has a value system that has controlled his or her
behavior for a sufficiently long time for him or her to develop a characteristic "life-style." Thus the behavior is
pervasive, consistent, and predictable. Learning outcomes at this level cover a broad range of activities, but
the major emphasis is on the fact that the behavior is typical or characteristic of the student. Instructional
objectives that are concerned with the student's general patterns of adjustment (personal, social, emotional)
would be appropriate here.
Objectives: Display safety consciousness, demonstrate self-reliance, practice cooperation and
interdependence, show objectivity in problem solving, demonstrate punctuality and self-discipline.

Verbs for expressing learning outcomes: act, display, influence, listen, modify, perform, practice, propose,
qualify, question, serve, solve, use, verify.
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Krathwohl's Taxnomy of Affective Domain

Krathwohl's affective domain taxonomy is perhaps the best known of any of the affective taxonomies. "The
taxonomy is ordered according to the principle of internalization. Internalization refers to the process
whereby a person's affect toward an object passes from a general awareness level to a point where the
affect is 'internalized' and consistently guides or controls the person's behavior (Seels & Glasgow, 1990, p.
28)."

Receiving

is being aware of or sensitive

to the existence of certain ideas, material, or
phenomena and being willing to tolerate them.
Examples include: to differentiate, to accept, to
listen (for), to respond to.

Responding is committed in some

small measure to the ideas, materials, or
phenomena involved by actively responding to
them. Examples are: to comply with, to follow, to
commend, to volunteer, to spend leisure time in, to
acclaim.

Valuing is willing to be perceived by others

as valuing certain ideas, materials, or phenomena.
Examples include: to increase measured
proficiency in, to relinquish, to subsidize, to
support, to debate.

Organization is to relate the value to

those already held and bring it into a harmonious
and internally consistent philosophy. Examples
are: to discuss, to theorize, to formulate, to
balance, to examine.

Characterization by value or value set is to act consistently in

accordance with the values he or she has internalized. Examples include: to revise, to require, to be rated
high in the value, to avoid, to resist, to manage, to resolve.