Bloom's Taxonomy of Learning Domains

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr
Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing
and evaluating concepts, processes, procedures, and principles, rather than just remembering
facts (rote learning). It is most often used when designing educational, training, and learning
processes.

The Three Domains of Learning

The committee identified three domains of educational activities or learning (Bloom, et al.
1956):

 Cognitive: mental skills (knowledge)

 Affective: growth in feelings or emotional areas (attitude or self)
 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 may be thought of as categories. Instructional designers, trainers, and
educators often refer to these three categories as KSA (Knowledge [cognitive], Skills
[psychomotor], and Attitudes [affective]). This taxonomy of learning behaviors may be thought
of as “the goals of the learning process.” That is, after a learning episode, the learner should have
acquired a new skill, knowledge, and/or attitude.

While the committee produced an elaborate compilation for the cognitive and affective domains,
they omitted the psychomotor domain. Their explanation for this oversight was that they have
little experience in teaching manual skills within the college level. However, there have been at
least three psychomotor models created by other researchers.

Their compilation divides the three domains into subdivisions, starting from the simplest
cognitive process or behavior to the most complex. The divisions outlined are not absolutes and
there are other systems or hierarchies that have been devised, such as the Structure of Observed
Learning Outcome (SOLO). However, Bloom's taxonomy is easily understood and is probably
the most widely applied one in use today.

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 of
cognitive an processes, starting from the
simplest to the most complex (see the table
below for an in-depth coverage of each
category):

 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation

The categories can be thought of as degrees of difficulties. That is, the first ones must normally
be mastered before the next one can take place.

Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive
domain in the mid-nineties and made some changes, with perhaps the three most prominent ones
being (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000):
  changing the names in the six categories from noun to verb forms
 rearranging them as shown in the chart below
 creating a processes and levels of knowledge matrix

The chart shown below compares the original taxonomy with the revised one:

This new taxonomy reflects a more active

form of thinking and is perhaps more
accurate. The new version of Bloom's
Taxonomy, with examples and keywords is
shown below, while the old version may be
found here
 Table of the Revised Cognitive Domain

Examples, key words (verbs), and technologies

Category
for learning (activities)

Examples: Recite a policy. Quote prices from

memory to a customer. Recite the safety rules.

Key Words: defines, describes, identifies, knows,

Remembering: Recall or retrieve
labels, lists, matches, names, outlines, recalls,
previous learned information.
recognizes, reproduces, selects, states

Technologies: book marking, flash cards, rote

learning based on repetition, reading

Examples: Rewrite the principles of test writing.

Explain in one's own words the steps for performing
a complex task. Translate an equation into a
computer spreadsheet.
Understanding: Comprehending the
Key Words: comprehends, converts, defends,
meaning, translation, interpolation, and
distinguishes, estimates, explains, extends,
interpretation of instructions and
generalizes, gives an example, infers, interprets,
problems. State a problem in one's own
paraphrases, predicts, rewrites, summarizes,
words.
translates

Technologies: create an analogy, participating in

cooperative learning, taking notes, storytelling,
Internet search

Examples: Use a manual to calculate an employee's

vacation time. Apply laws of statistics to evaluate the
reliability of a written test.
Applying: Use a concept in a new
situation or unprompted use of an Key Words: applies, changes, computes, constructs,
abstraction. Applies what was learned in demonstrates, discovers, manipulates, modifies,
the classroom into novel situations in the operates, predicts, prepares, produces, relates, shows,
work place. solves, uses

Technologies: collaborative learning, create a

process, blog, practice

Analyzing: Separates material or Examples: Troubleshoot a piece of equipment by

concepts into component parts so that its using logical deduction. Recognize logical fallacies
organizational structure may be in reasoning. Gathers information from a department
understood. Distinguishes between facts and selects the required tasks for training.
and inferences.
Key Words: analyzes, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies, illustrates,
infers, outlines, relates, selects, separates

Technologies: Fishbowls, debating, questioning

what happened, run a test

Examples: Select the most effective solution. Hire

the most qualified candidate. Explain and justify a
new budget.

Evaluating: Make judgments about the Key Words: appraises, compares, concludes,
value of ideas or materials. contrasts, criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets,
justifies, relates, summarizes, supports

Technologies: survey, blogging

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.
Creating: Builds a structure or pattern
from diverse elements. Put parts together Key Words: categorizes, combines, compiles,
to form a whole, with emphasis on composes, creates, devises, designs, explains,
creating a new meaning or structure. generates, modifies, organizes, plans, rearranges,
reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes

Technologies: Create a new model, write an essay,

network with others

Cognitive Processes and Levels of Knowledge Matrix

Bloom's Revised Taxonomy not only improved the usability of it by using action words, but
added a cognitive and knowledge matrix.
While Bloom's original cognitive taxonomy did mention three levels of knowledge or products
that could be processed, they were not discussed very much and remained one-dimensional:

 Factual - The basic elements students must know to be acquainted with a discipline or
solve problems.
 Conceptual – The interrelationships among the basic elements within a larger structure
that enable them to function together.
 Procedural - How to do something, methods of inquiry, and criteria for using skills,
algorithms, techniques, and methods.

In Krathwohl and Anderson's revised version, the authors combine the cognitive processes with
the above three levels of knowledge to form a matrix. In addition, they added another level of
knowledge - metacognition:

 Metacognitive – Knowledge of cognition in general, as well as awareness and

knowledge of one’s own cognition.

When the cognitive and knowledge dimensions are arranged in a matrix, as shown below, it
makes a nice performance aid for creating performance objectives:

The Cognitive Dimension

The Knowledge Dimension Remember Under-stand Apply Analyze Evaluate Create

Factual
Conceptual
Procedural
Metacognitive

However, others have identified five contents or artifacts (Clark, Chopeta, 2004; Clark, Mayer,
2007):

 Facts - Specific and unique data or instance.

 Concepts - A class of items, words, or ideas that are known by a common name, includes
multiple specific examples, shares common features. There are two types of concepts:
concrete and abstract.
 Processes - A flow of events or activities that describe how things work rather than how
to do things. There are normally two types: business processes that describe work flows
and technical processes that describe how things work in equipment or nature. They may
be thought of as the big picture, of how something works.
 Procedures - A series of step-by-step actions and decisions that result in the achievement
of a task. There are two types of actions: linear and branched.
 Principles - Guidelines, rules, and parameters that govern. It includes not only what
should be done, but also what should not be done. Principles allow one to make
predictions and draw implications. Given an effect, one can infer the cause of a
 phenomena. Principles are the basic building blocks of causal models or theoretical
models (theories).

Thus, the new matrix would look similar to this:

The Cognitive Dimension

The Knowledge Dimension Remember Under-stand Apply Analyze Evaluate Create

Facts
Concepts
Processes
Procedures
Principles
Metacognitive

An example matrix that has been filled in might look something like this:

The Knowledge
Remember Under-stand Apply Analyze Evaluate Create
Dimension
Facts List para-phrase classify outline rank categorize
Concepts Recall explains show contrast criticize modify
Processes Outline estimate produce diagram defend design
give an
Procedures reproduce relate identify critique plan
example
different-
Principles State converts solve conclude revise
iates
Meta-cognitive proper use interpret discover infer predict actualize
Bloom's Taxonomy: The Affective Domain

The affective domain is one of three domains

in Bloom's Taxonomy, with the other two
being the cognitive and psychomotor (Bloom,
et al., 1956). For an overview of the three
domains, see the introduction.

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 (verbs)

Examples: Listen to others with respect.

Listen for and remember the name of newly
introduced people.
Receiving Phenomena: Awareness, willingness
to hear, selected attention.
Key Words: acknowledge, asks, attentive,
courteous, dutiful, follows, gives, listens,
understands

Examples: Participates in class discussions.

Gives a presentation. Questions new ideals,
Responds to Phenomena: Active participation
concepts, models, etc. in order to fully
on the part of the learners. Attend and react to a
understand them. Know the safety rules and
particular phenomenon. Learning outcomes may
practice them.
emphasize compliance in responding,
willingness to respond, or satisfaction in
Key Words: answers, assists, aids, complies,
responding (motivation).
conforms, discusses, greets, helps, labels,
performs, presents, tells

Examples: Demonstrates belief in the

democratic process. Is sensitive towards
Valuing: The worth or value a person attaches individual and cultural differences (value
to a particular object, phenomenon, or diversity). Shows the ability to solve
behavior. This ranges from simple acceptance to problems. Proposes a plan to social
the more complex state of commitment. Valuing improvement and follows through with
is based on the internalization of a set of commitment. Informs management on
specified values, while clues to these values are matters that one feels strongly about.
expressed in the learner's overt behavior and are
often identifiable. 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
Organization: Organizes values into priorities
solving problems. Accepts professional
by contrasting different values, resolving
ethical standards. Creates a life plan in
conflicts between them, and creating an unique
harmony with abilities, interests, and beliefs.
value system. The emphasis is on comparing,
Prioritizes time effectively to meet the needs
relating, and synthesizing values.
of the organization, family, and self.

Key Words: compares, relates, synthesizes

Internalizes Values (characterization): Has a Examples: Shows self-reliance when

value system that controls their behavior. The working independently. Cooperates in group
behavior is pervasive, consistent, predictable, activities (displays teamwork). Uses an
and most important characteristic of the learner. objective approach in problem solving.
Instructional objectives are concerned with the Displays a professional commitment to
student's general patterns of adjustment ethical practice on a daily basis. Revises
(personal, social, emotional). 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, modifies, performs, qualifies,
questions, revises, serves, solves, verifies

Bloom's Taxonomy: The Psychomotor

Domain

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. Thus, psychomotor skills rage from manual
tasks, such as digging a ditch or washing a car, to more complex tasks, such as operating a
complex piece of machinery or dancing.

The seven major categories are listed from the simplest behavior to the most complex:

Category Example and Key Words (verbs)

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
Perception (awareness): The ability to use temperature by smell and taste of food. Adjusts
sensory cues to guide motor activity. This the height of the forks on a forklift by
ranges from sensory stimulation, through cue comparing where the forks are in relation to the
selection, to translation. pallet.

Key Words: chooses, describes, detects,

differentiates, distinguishes, identifies, isolates,
relates, selects.

Examples: Knows and acts upon a sequence of

steps in a manufacturing process. Recognize
one's abilities and limitations. Shows desire to
Set: Readiness to act. It includes mental,
learn a new process (motivation). NOTE: This
physical, and emotional sets. These three sets
subdivision of Psychomotor is closely related
are dispositions that predetermine a person's
with the “Responding to phenomena”
response to different situations (sometimes
subdivision of the Affective domain.
called mindsets).
Key Words: begins, displays, explains, moves,
proceeds, reacts, shows, states, volunteers.

Examples: Performs a mathematical equation

as demonstrated. Follows instructions to build a
Guided Response: The early stages in
model. Responds hand-signals of instructor
learning a complex skill that includes
while learning to operate a forklift.
imitation and trial and error. Adequacy of
performance is achieved by practicing.
Key Words: copies, traces, follows, react,
reproduce, responds

Mechanism (basic proficiency): This is the Examples: Use a personal computer. Repair a
intermediate stage in learning a complex leaking faucet. Drive a car.
skill. Learned responses have become
habitual and the movements can be Key Words: assembles, calibrates, constructs,
performed with some confidence and dismantles, displays, fastens, fixes, grinds,
proficiency. heats, manipulates, measures, mends, mixes,
organizes, sketches.

Examples: Maneuvers a car into a tight parallel

Complex Overt Response (Expert): The
parking spot. Operates a computer quickly and
skillful performance of motor acts that
accurately. Displays competence while playing
involve complex movement
the piano.
patterns. Proficiency is indicated by a quick,
accurate, and highly coordinated
Key Words: assembles, builds, calibrates,
performance, requiring a minimum of
constructs, dismantles, displays, fastens, fixes,
energy. This category includes performing
grinds, heats, manipulates, measures, mends,
without hesitation, and automatic
mixes, organizes, sketches.
performance. For example, players are often
utter sounds of satisfaction or expletives as
NOTE: The Key Words are the same as
soon as they hit a tennis ball or throw a
Mechanism, but will have adverbs or adjectives
football, because they can tell by the feel of
that indicate that the performance is quicker,
the act what the result will produce.
better, more accurate, etc.

Examples: Responds effectively to unexpected

experiences. Modifies instruction to meet the
needs of the learners. Perform a task with a
Adaptation: Skills are well developed and machine that it was not originally intended to do
the individual can modify movement patterns (machine is not damaged and there is no danger
to fit special requirements. in performing the new task).

Key Words: adapts, alters, changes, rearranges,

reorganizes, revises, varies.

Examples: Constructs a new theory. Develops

a new and comprehensive training
Origination: Creating new movement
programming. Creates a new gymnastic routine.
patterns to fit a particular situation or specific
problem. Learning outcomes emphasize
Key Words: arranges, builds, combines,
creativity based upon highly developed skills.
composes, constructs, creates, designs, initiate,
makes, originates.

Other Psychomotor Domain Taxonomies

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 by Dave (1970) and Harrow (1972):

Dave (1975):
Category Example and Key Words (verbs)

Examples: Copying a work of art. Performing a skill

Imitation — Observing and
while observing a demonstrator.
patterning behavior after someone
else. Performance may be of low
Key Words: copy, follow, mimic, repeat, replicate,
quality.
reproduce, trace

Examples: Being able to perform a skill on one's own

Manipulation — Being able to after taking lessons or reading about it. Follows
perform certain actions by memory instructions to build a model.
or following instructions.
Key Words: act, build, execute, perform

Examples: Working and reworking something, so it will

be “just right.” Perform a skill or task without assistance.
Precision — Refining, becoming
Demonstrate a task to a beginner.
more exact. Performing a skill
within a high degree of precision
Key Words: calibrate, demonstrate, master,
perfectionism

Examples: Combining a series of skills to produce a

video that involves music, drama, color, sound, etc.
Articulation — Coordinating and
Combining a series of skills or activities to meet a novel
adapting a series of actions to
requirement.
achieve harmony and internal
consistency.
Key Words: adapt, constructs, combine, creates,
customize, modifies, formulate

Examples: Maneuvers a car into a tight parallel parking

spot. Operates a computer quickly and accurately.
Naturalization — Mastering a high Displays competence while playing the piano. Michael
level performance until it become Jordan playing basketball or Nancy Lopez hitting a golf
second-nature or natural, without ball.
needing to think much about it.
Key Words: create, design, develop, invent, manage,
naturally

Harrow (1972):

Category Example and Key Words (verbs)

 Examples: instinctive response
Reflex Movements — Reactions that are
not learned, such as a involuntary reaction
Key Words: react, respond

Examples: perform a simple task

Fundamental Movements — Basic
movements such as walking, or grasping.
Key Words: grasp an object, throw a ball, walk

Examples: track a moving object, recognize a

Perceptual Abilities — Response to
pattern
stimuli such as visual, auditory,
kinesthetic, or tactile discrimination.
Key Words: catch a ball, draw or write

Physical Abilities (fitness) — Stamina Examples: gain strength, run a marathon

that must be developed for further
development such as strength and agility. Key Words: agility, endurance, strength

Examples: Using an advanced series of integrated

Skilled movements — Advanced learned movements, perform a role in a stage play or play
movements as one would find in sports or in a set of series in a sports game.
acting.
Key Words: adapt, constructs, creates, modifies

Examples: Express one's self by using

Nondiscursive communication — Use
movements and gestures
effective body language, such as gestures
and facial expressions.
Key Words: arrange, compose, interpretation

References
Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy
of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co
Inc.

Dave, R.H. (1970). Psychomotor levels in Developing and Writing Behavioral Objectives, pp.20-
21. R.J. Armstrong, ed. Tucson, Arizona: Educational Innovators Press.

Harrow, A. (1972) A Taxonomy of Psychomotor Domain: A Guide for Developing Behavioral

Objectives. New York: David McKay.

Simpson E.J. (1972). The Classification of Educational Objectives in the Psychomotor Domain.
Washington, DC: Gryphon House.
Notes

Updated January 12, 2015. Creat