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:

o Cognitive: mental skills (Knowledge)

o Affective: growth in feelings or emotional areas (Attitude)
o 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 (I guess they never thought to
check with their sports or drama department).

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.

Cognitive Domain
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

 Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety
rules.
Knowledge: Recall data or information.
Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects, states.

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

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

Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize

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

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

Examples: Select the most effective solution. Hire the most qualified candidate. Explain
and justify a new budget.
Evaluation: Make judgments about the value
of ideas or materials. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends,
describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes,
supports.

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 Example and Key Words

Examples: Listen to others with respect. Listen for and remember the name of newly
Receiving Phenomena: Awareness, willingness introduced people.
to hear, selected attention.
 Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names,
points to, selects, sits, erects, replies, uses.

Responding to Phenomena: Active participation Examples: Participates in class discussions. Gives a presentation. Questions new
on the part of the learners. Attends and reacts to a ideals, concepts, models, etc. in order to fully understand them. Know the safety rules
particular phenomenon. Learning outcomes may and practices them.
emphasize compliance in responding, willingness
to respond, or satisfaction in responding Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps,
(motivation). labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.

Valuing: The worth or value a person attaches to Examples: Demonstrates belief in the democratic process. Is sensitive towards
a particular object, phenomenon, or behavior. This individual and cultural differences (value diversity). Shows the ability to solve
ranges from simple acceptance to the more problems. Proposes a plan to social improvement and follows through with
complex state of commitment. Valuing is based on commitment. Informs management on matters that one feels strongly about.
the internalization of a set of specified values,
while clues to these values are expressed in the Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates,
learner's overt behavior and are often identifiable. invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.

Examples: Recognizes the need for balance between freedom and responsible
behavior. Accepts responsibility for one's behavior. Explains the role of systematic
Organization: Organizes values into priorities by planning in solving problems. Accepts professional ethical standards. Creates a life
contrasting different values, resolving conflicts plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet
between them, and creating an unique value the needs of the organization, family, and self.
system. The emphasis is on comparing, relating,
and synthesizing values. Key Words: adheres, alters, arranges, combines, compares, completes, defends,
explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes,
prepares, relates, synthesizes.

Examples: Shows self-reliance when working independently. Cooperates in group

Internalizing values (characterization): Has a activities (displays teamwork). Uses an objective approach in problem solving.
value system that controls their behavior. The Displays a professional commitment to ethical practice on a daily basis. Revises
behavior is pervasive, consistent, predictable, and judgments and changes behavior in light of new evidence. Values people for what they
most importantly, characteristic of the are, not how they look.
learner. Instructional objectives are concerned
with the student's general patterns of adjustment
(personal, social, emotional). Key Words: acts, discriminates, displays, influences, listens, modifies, performs,
practices, proposes, qualifies, questions, revises, serves, solves, verifies.

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

Category Example and Key Words

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
Perception: The ability to use sensory cues to guide the height of the forks on a forklift by comparing where the forks are in relation to
motor activity. This ranges from sensory stimulation, the pallet.
through cue selection, to translation.

Key Words: chooses, describes, detects, differentiates, distinguishes, identifies,

isolates, relates, selects.

Set: Readiness to act. It includes mental, physical, and Examples: Knows and acts upon a sequence of steps in a manufacturing
emotional sets. These three sets are dispositions that process. Recognize one's abilities and limitations. Shows desire to learn a new
predetermine a person's response to different situations process (motivation). NOTE: This subdivision of Psychomotor is closely related
(sometimes called mindsets). with the "Responding to phenomena" subdivision of the Affective domain.

Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states,
volunteers.

Examples: Performs a mathematical equation as demonstrated. Follows

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

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

Examples: Maneuvers a car into a tight parallel parking spot. Operates a

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

Examples: Responds effectively to unexpected experiences. Modifies

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

Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies.

Examples: Constructs a new theory. Develops a new and comprehensive

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

Other Psychomotor Domains

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):

o Imitation: Observing and patterning behavior after someone else. Performance may be of low quality. Example: Copying a
work of art.
o 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.
o Precision: Refining, becoming more exact. Few errors are apparent. Example: Working and reworking something, so it will be
"just right."
o Articulation: Coordinating a series of actions, achieving harmony and internal consistency. Example: Producing a video that
involves music, drama, color, sound, etc.
o 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):

o Reflex movements - Reactions that are not learned.

o Fundamental movements - Basic movements such as walking, or grasping.
o Perception - Response to stimuli such as visual, auditory, kinesthetic, or tactile discrimination.
o Physical abilities - Stamina that must be developed for further development such as strength and agility.
o Skilled movements - Advanced learned movements as one would find in sports or acting.
o No discursive communication - Effective body language, such as gestures and facial expressions.

Bloom's Revised Taxonomy

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:

Reference
1. Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong, ed.) Educational Innovators Press.

Harrow, Anita (1972) A taxonomy of psychomotor domain: a guide for developing behavioral objectives. New York: David McKay.

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals.
Handbook II: Affective Domain. New York: David McKay Co., Inc.

Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham,
Vic.: Hawker Brownlow.

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