THE BLOOM TAXONOMY

DOMAIN
In planning goals and objectives for educational
program, the particular area or aspect of learning
an objective or set of objectives is designed to
address. There are three general domains of
objectives are often distinguished.
1. Cognitive domain
2. Affective domain
3. Psychomotor domain
1. Cognitive domain: Objectives which have the
purpose of developing students intellectual
abilities and skills.
2. Affective domain: Objectives which have the
purpose of developing students attitudes,
feelings and values.
3. Psychomotor domain: Objectives which have the
purpose of developing students motor and
coordination abilities and skills.
 Blooms Taxonomy of Cognitive
Domain
The three domains are the target of learning
assessment and evaluation.
Cognitive domain consists of six levels:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
 AFFECTIVE DOMAIN
Affective domain consists of five aspects:
1. Acceptance
2. Response or reaction
3. Judgement or value
4. Organization
5. Internalization
 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
Receiving/Accepting Phenomena:
Awareness, willingness to hear,
selected attention.
Responds to Phenomena: Active
participation on the part of the learners.
Attend and react to a particular
phenomenon. Learning outcomes may
emphasize compliance in responding,
willingness to respond, or satisfaction in
responding (motivation).
Example and Key Words (verbs)
Examples: Listen to others with respect. Listen for and
remember the name of newly introduced people.
Key Words: acknowledge, asks, attentive, courteous,
dutiful, follows, gives, listens, understands
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 practice them.
Key Words: answers, assists, aids, complies, conforms,
discusses, greets, helps, labels, performs, presents, tells
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.
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: 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: appreciates, cherish, treasure,
demonstrates, initiates, invites, joins, justifies, proposes,
respect, shares
Examples: Recognizes the need for balance between
freedom and responsible 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: compares, relates, synthesizes
 Examples: Shows self-reliance when working
Internalizes independently. Cooperates in group activities
Values (characterization): Has a value (displays teamwork). Uses an objective
system that controls their behavior. approach in problem solving. Displays a
The behavior is pervasive (existing professional commitment to ethical practice
or spreading everywhere) , on a daily basis. Revises judgments and
consistent, predictable, and most changes behavior in light of new evidence.
important characteristic of the learner. Values people for what they are, not how they
Instructional objectives are concerned look.
with the student's general patterns of
adjustment (personal, social, Key Words: acts, discriminates, displays,
emotional). influences, modifies, performs, qualifies,
questions, revises, serves, solves, verifies
 PSYCHOMOTOR DOMAIN
Psychomotor domain consists of six aspects:
1. Reflex movement , the natural ability to react
quickly and well to sudden situation
2. Basic movement
3. Perceptual movement
4. Harmony or precision
5. Complex movement
6. Expressive and interpretative movement
 PSYCHOMOTOR DOMAIN
Harrows (1972) taxonomy of psychomotor domain
has its main categories:
1. Reflex movement
2. Basic fundamental abilities
3. Physical cosistency
4. Skilled movement
5. Non-discursive communication (keeping to
single subject)
 PSYCHOMOTOR DOMAIN
Weston and Cranton (1986) devide psychomotor
domain into:
1. Perception
2. Set
3. Guided response
4. Mechanism
5. Complex overt response
6. Adaptation
7. Originality
 COGNITIVE DOMAIN
LEVEL CHARACTERISTIC STUDENTS BEHAVIORS
KNOWLEDGE REMEMBERING, MEMORIZING, RECOGNIZING, RECALLING
COMPREHENSION INTERPRETING, TRANSLATING, DESCRIBING IN ONES OWN
WORD
APPLICATION PROBLEM-SOLVING, APPLYING INFORMATION TO PRODUCE
SOME RESULT
ANALYSIS SUBDIVIDING SOMETHING TO SHOW HOW IT IS PUT
TOGETHER, FINDING THE UNDERLYING STRUCTURE OF A
COMMUNICATION, IDETIFYING MOTIVES
SYNTHESIS CREATING A UNIQUE, ORIGINAL PRODUCT THAT MAY BE IN
VERBAL FORM OR MAY BE A PHYSICAL OBJECT.
EVALUATION MAKING VALUE DECISIONS ABOUT ISSUES, RESOLVING
CONTROVERSIES OR DIFFERENCES OF OPINION
 Teachers who seek to assess these dimensions of
student thinking are advised to pose questions
that reflect the various levels.
Note the hierarchical ordering of level. The
knowledge level is regarded as the lowest level
and the evaluation level is the highest. Each
successive level is regarded as presenting a more
difficult cognitive challenge.
LEVEL DEFINITION SAMPLE SAMPLE PROBE
TRIGGER WORDS

Knowledge Can remember List, label, name, List the names of the
terms, facts, outline, reproduce, main characters in the
procedures, define, describe story.
relationships,
concepts
Comprehension Understands the Explain, interpret, What was the main idea
meaning of restate, translate, of the story?
material learned, paraphrase,
can interpret and summarize
restate in own
words

Application Can use material Demonstrate, Using what you know

learned in new, manipulate, about the structure of the
real-world context. operate, modify, stories read in class, write
use, produce a new story of your own.
LEVEL DEFINITION SAMPLE SAMPLE PROBE
TRIGGER
WORDS
Analysis Understands the Subdivide, Break this story down
component parts of differentiate, into its separate parts,
things and categorize categorize, describing how they
elements in sensible classify, break relate
ways; understands down, distinguish
elements and how they
are fit together.
Synthesis Can combine separate Combine, relate, By combining these two
knowledge, concepts, categorize, stories about whales,
and understanding into reassemble, what would you predict
a unified and new reorganize about the future of the
whole. whale population on
earth?
Evaluation Can judge the value or Evaluate, Is this a well written
appropriateness of appraise, judge, story in your opinion?
something by applying justify, defend Why?
proper criteria in a
logical manner
 Bloom's Taxonomy Action Verbs

Link to
 Revised Blooms Taxonomy
Link to
 MATCHING DOMAIN TO METHOD OF
INSTRUCTION
DOMAIN AND LEVEL METHOD
COGNITIVE DOMAIN
Knowledge Lecture, programmed instruction, drill and
practice
Comprehension Lecture, modularized instruction, programmed
instruction
Application Discussion, simulation and games, modularized
instruction, field experience, laboratory.
Analysis Discussion, indpendent/group projects, simulation,
field experience, role-playing, laboratory.
Synthesis Independent/group projects, field experience, role-
playing, laboratory/
Evaluation Independent/group projects, field experience,
 MATCHING DOMAIN TO METHOD OF
INSTRUCTION CONTINUED
DOMAIN AND LEVEL METHOD
AFFECTIVE DOMAIN
Acceptance Lecture, discussion, modularized instruction, field
experience.
Response or reaction Discussion, simulation, modularized instruction,
role-playing, field experience.
Judgement or value Independent projects, field experience.
Organization Discussion, independent/group projects, field
experience
 MATCHING DOMAIN TO METHOD OF
INSTRUCTION CONTINUED
DOMAIN AND LEVEL METHOD
PSYCHOMOTOR
DOMAIN
Perception Demonstration (lecture), drill and practice
Set Demonstration, drill and practice
Guided response Peer teaching, games, role-playing,field
experience, drill and practice.
Mechanism Games, playing, field experience, drill and
practice.
Complex overt Games, field experience.
response
Adaptation Independent projects
 RELATING ASSESSMENT WITH METHODS OF
INSTRUCTION
Assessing students learning can be carried out
during the instruction (in drill and practice, role-
play, field experience) or after the instruction
(independent/group projects).
In doing so, a set of scoring guide or rubric should
be prepared.
 Application Exercise
Prepare for writing learning objectives and
indicator. The indicators must have each level of
cognitive domain and psychomotoric aspects
 References
Heywood, John (2000). Assessment in Higher
Education. London and Philadelphia: Jessica
Kingsley Publishers.
Richard, Jack. C, Platt, J. and Platt, H. (1992).
Longman Dictionary of Language Teaching and
Applied Linguistics. Essex, England: Pearson
Eduaction Limited.
Stiggins, Richard J. (1994). Student-Centered
Classroom Assessment. New York: Macmillan
College Publishing Company.
THANK YOU