emember Understand Apply Analyze Evaluate

Cite Add Acquire  Analyze Appraise

Define Approximate Adapt Audit Assess

Describe Articulate Allocate Blueprint Compare

Draw Associate Alphabetize Breadboard Conclude

Enumerate Characterize Apply Break down Contrast

Identify Clarify Ascertain Characterize Counsel

Index Classify Assign Classify Criticize

Indicate Compare Attain Compare Critique

Label Compute Avoid Confirm Defend

List Contrast Back up Contrast Determine

Match Convert Calculate Correlate Discriminate

Meet Defend Capture Detect Estimate

Name Describe Change Diagnose Evaluate

Outline Detail Classify Diagram Explain

Point Differentiate Complete Differentiate Grade

Quote Discuss Compute Discriminate Hire

Read Distinguish Construct Dissect Interpret

Recall Elaborate Customize Distinguish Judge

Recite Estimate Demonstrate Document Justify

Recognize Example Depreciate Ensure Measure

Record Explain Derive Examine Predict

Repeat Express Determine Explain Prescribe

Reproduce Extend Diminish Explore Rank

Review Extrapolate Discover Figure out Rate

Select Factor Draw File Recommend

State Generalize Employ Group Release

Study Give Examine Identify Select

Tabulate Infer Exercise Illustrate Summarize

Trace Interact Explore Infer Support

Write Interpolate Expose Interrupt Test

Interpret Express Inventory Validate

Observe Factor Investigate Verify

Paraphrase Figure Layout

Picture graphically Graph Manage

Predict Handle Maximize

Review Illustrate Minimize

Rewrite Interconvert Optimize

Subtract Investigate Order

Summarize Manipulate Outline

Translate Modify Point out

Visualize Operate Prioritize

Personalize Proofread

Plot Query

Practice Relate

Predict Select

Prepare Separate
Price Subdivide

Process Train

Produce Transform

Project

Provide

Relate

Round off

Sequence

Show

Simulate

Sketch

Solve

Subscribe

Tabulate

Transcribe

Translate
 Use

Bloom’s Taxonomy
Print Version

by Patricia Armstrong, former Assistant Director, Center for Teaching

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use

Bloom’s Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You’re
free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt
University Center for Teaching. For a higher resolution version, visit our Flickr
account and look for the “Download this photo” icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill,
and David Krathwohl published a framework for categorizing educational
goals: Taxonomy of Educational Objectives. Familiarly known as Bloom’s Taxonomy,
this framework has been applied by generations of K-12 teachers and college
instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major
categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and
Evaluation. The categories after Knowledge were presented as “skills and abilities,” with
the understanding that knowledge was the necessary precondition for putting these
skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple
to complex and concrete to abstract, the taxonomy is popularly remembered according
to the six main categories.

The Original Taxonomy (1956)

Here are the authors’ brief explanations of these main categories in from the appendix
of Taxonomy of Educational Objectives (Handbook One, pp. 201-207):
  Knowledge “involves the recall of specifics and universals, the recall of methods
and processes, or the recall of a pattern, structure, or setting.”

 Comprehension “refers to a type of understanding or apprehension such that

the individual knows what is being communicated and can make use of the
material or idea being communicated without necessarily relating it to other
material or seeing its fullest implications.”

 Application refers to the “use of abstractions in particular and concrete

situations.”

 Analysis represents the “breakdown of a communication into its constituent

elements or parts such that the relative hierarchy of ideas is made clear and/or
the relations between ideas expressed are made explicit.”

 Synthesis involves the “putting together of elements and parts so as to form a

whole.”

 Evaluation engenders “judgments about the value of material and methods for

given purposes.”

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See
its ACORN record for call number and availability.

Barbara Gross Davis, in the “Asking Questions” chapter of Tools for Teaching, also
provides examples of questions corresponding to the six categories. This chapter is not
available in the online version of the book, but Tools for Teaching is available in the
CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers,
and testing and assessment specialists published in 2001 a revision of Bloom’s
Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title
draws attention away from the somewhat static notion of “educational objectives” (in
Bloom’s original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and
gerunds to label their categories and subcategories (rather than the nouns of the
original taxonomy). These “action words” describe the cognitive processes by which
thinkers encounter and work with knowledge:

 Remember
o Recognizing
o Recalling
 Understand
o Interpreting
o Exemplifying
o Classifying
o Summarizing
o Inferring
o Comparing
o Explaining
 Apply
o Executing
o Implementing
 Analyze
o Differentiating
o Organizing
o Attributing
 Evaluate
o Checking
o Critiquing
  Create
o Generating
o Planning
o Producing

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but
its authors created a separate taxonomy of the types of knowledge used in cognition:

 Factual Knowledge
o Knowledge of terminology
o Knowledge of specific details and elements
 Conceptual Knowledge
o Knowledge of classifications and categories
o Knowledge of principles and generalizations
o Knowledge of theories, models, and structures
 Procedural Knowledge
o Knowledge of subject-specific skills and algorithms
o Knowledge of subject-specific techniques and methods
o Knowledge of criteria for determining when to use appropriate procedures
 Metacognitive Knowledge
o Strategic Knowledge
o Knowledge about cognitive tasks, including appropriate contextual and
conditional knowledge
o Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised
version giving a brief summary of the revised taxonomy and a helpful table of the six
cognitive processes and four types of knowledge.

 
 Why Use Bloom’s Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to
which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical

interchange so that teachers and students alike understand the purpose of that
interchange.
2. Organizing objectives helps to clarify objectives for themselves and for students.
3. Having an organized set of objectives helps teachers to:
o “plan and deliver appropriate instruction”;
o “design valid assessment tasks and strategies”;and
o “ensure that instruction and assessment are aligned with the objectives.”

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of
Bloom’s Taxonomy of Educational Objectives.

Domains Of Learning
Sarah Mae Sincero98.9K reads
The Three Levels of the Mind
Learning is everywhere. We can learn mental skills, develop our attitudes and
acquire new physical skills as we perform the activities of our daily living.
These domains of learning can be categorized as cognitive domain
(knowledge), psychomotor domain (skills) and affective domain (attitudes).
This categorization is best explained by the Taxonomy of Learning Domains
formulated by a group of researchers led by Benjamin Bloom in 1956.

A. Cognitive Domain
The cognitive domain involves the development of our mental skills and the acquisition of
knowledge. The six categories under this domain are:

1. Knowledge: the ability to recall data and/or information.

 Example: A child recites the English alphabet.

2. Comprehension: the ability to understand the meaning of what is known.

Example: A teacher explains a theory in his own words.

3. Application: the ability to utilize an abstraction or to use knowledge in a new

situation.
Example: A nurse intern applies what she learned in her Psychology class when she talks to
patients.

4. Analysis: the ability to differentiate facts and opinions.

Example: A lawyer was able to win over a case after recognizing logical fallacies in the reasoning
of the offender.

5. Synthesis: the ability to integrate different elements or concepts in order to form a

sound pattern or structure so a new meaning can be established.
Examples: A therapist combines yoga, biofeedback and support group therapy in creating a care
plan for his patient.

6. Evaluation: the ability to come up with judgments about the importance of concepts.

Examples: A businessman selects the most efficient way of selling products.

B. Affective Domain
The affective domain involves our feelings, emotions and attitudes. This domain is categorized into 5
subdomains, which include:
1. Receiving Phenomena: the awareness of feelings and emotions as well as the
ability to utilize selected attention.
Example: Listening attentively to a friend.

2. Responding to Phenomena: active participation of the learner.

Example: Participating in a group discussion.

3. Valuing: the ability to see the worth of something and express it.

Example: An activist shares his ideas on the increase in salary of laborers.
 4. Organization: ability to prioritize a value over another and create a unique value
system.
Example: A teenager spends more time in her studies than with her boyfriend.

5. Characterization: the ability to internalize values and let them control the person`s
behaviour.
Example: A man marries a woman not for her looks but for what she is.

C. Psychomotor Domain
The psychomotor domain is comprised of utilizing motor skills and coordinating them. The seven
categories under this include:

1. Perception: the ability to apply sensory information to motor activity.

Example: A cook adjusts the heat of stove to achieve the right temperature of the dish.

2. Set: the readiness to act.

Example: An obese person displays motivation in performing planned exercise.

3. Guided Response: the ability to imitate a displayed behavior or to utilize trial and

error.
Example: A person follows the manual in operating a machine.

4. Mechanism: the ability to convert learned responses into habitual actions with

proficiency and confidence.
Example: A mother was able to cook a delicious meal after practicing how to cook it.

5. Complex Overt Response: the ability to skilfully perform complex patterns of

actions.
Example: Typing a report on a computer without looking at the keyboard.

6. Adaptation: the ability to modify learned skills to meet special events.

Example: A designer uses plastic bottles to create a dress.

7. Origination: creating new movement patterns for a specific situation.

Example: A choreographer creates a new dance routine.

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Bloom's Taxonomy of Learning Domains

JANUARY 30, 2019  NURSING PATH  NO COMMENTS

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 (atti tude 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 Atti tudes
[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 atti tude.

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.
T a b l e o f T h e C o g n i ti v e D o m a i n ( o r i g i n a l )
Category Example, Key Words (verbs), and Technologies
for Learning (activities)
Knowledge: Recall data or Examples: Recite a policy. Quote prices from
information. memory to a customer. Know the safety
rules. Define a term.
Key Words: arranges, defines, describes,
identifies, knows, labels, lists, matches,
names, outlines, recalls, recognizes,
reproduces, selects, states
Technologies: bookmarking, flash cards,
Internet search, reading
Comprehension: Understand Examples: Rewrites the principles of test
the meaning, translation, writing. Explain in one's own words the steps
interpolation, and for performing a complex task. Translates an
interpretation of instructions equation into a computer spreadsheet.
and problems. State a problem Key Words: comprehends, converts,
in one's own words. diagrams, defends, distinguishes, estimates,
explains, extends, generalizes, gives an
example, infers, interprets, paraphrases,
predicts, rewrites, summarizes, translates
Technologies: create an analogy,
participating in cooperative learning, taking
notes, story telling
Application: Use a concept in Examples: Use a manual to calculate an
a new situation or employee's vacation time. Apply laws of
unprompted use of an statistics to evaluate the reliability of a
abstraction. Applies what was written test.
learned in the classroom into Key Words: applies, changes, computes,
novel situations in the work constructs, demonstrates, discovers,
place. manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves,
uses
Technologies: collaborative learning, create a
process, material good, etc.), blog, practice
Analysis: Separates material Examples: Troubleshoot a piece of
or concepts into component equipment by using logical deduction.
parts so that its organizational Recognize logical fallacies in
structure may be understood. reasoning. Gathers information from a
Distinguishes between facts department and selects the required tasks for
 and inferences. training.
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
Synthesis: Builds a structure Examples: Write a company operations or
or pattern from diverse process manual. Design a machine to perform
elements. Put parts together a specific task. Integrates training from
to form a whole, with several sources to solve a problem. Revises
emphasis on creating a new and process to improve the outcome.
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
Technologies: essay, networking
Evaluation: Make judgments Examples: Select the most effective solution.
about the value of ideas or Hire the most qualified candidate. Explain
materials. and justify a new budget.
Key Words: appraises, compares, concludes,
contrasts, criticizes, critiques, defends,
describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes,
supports
Technologies: survey, blogging

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,
T a b l e o f t h e R e v i s e d C o g n i ti v e D o m a i n
Category Examples, key words (verbs), and technologies
for learning (activities)
Remembering: Recall or Examples: Recite a policy. Quote prices from
retrieve previous learned memory to a customer. Recite the safety
information. rules.
Key Words: defines, describes, identifies,
knows, labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects, states
Technologies: book marking, flash cards, rote
learning based on repetition, reading
Understanding: Examples: Rewrite the principles of test
Comprehending the meaning, writing. Explain in one's own words the steps
translation, interpolation, and for performing a complex task. Translate an
interpretation of instructions equation into a computer spreadsheet.
and problems. State a Key Words: comprehends, converts, defends,
problem in one's own words. distinguishes, estimates, explains, extends,
generalizes, gives an example, infers,
interprets, paraphrases, predicts, rewrites,
summarizes, translates
Technologies: create an analogy, participating
in cooperative learning, taking notes,
storytelling, Internet search
Applying: Use a concept in a Examples: Use a manual to calculate an
new situation or unprompted employee's vacation time. Apply laws of
use of an abstraction. Applies statistics to evaluate the reliability of a
what was learned in the written test.
classroom into novel Key Words: applies, changes, computes,
situations in the work place. constructs, demonstrates, discovers,
manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves,
uses
Technologies: collaborative learning, create a
process, blog, practice
Analyzing: Separates material Examples: Troubleshoot a piece of equipment
or concepts into component by using logical deduction. Recognize logical
parts so that its fallacies in reasoning. Gathers information
organizational structure may from a department and selects the required
be understood. Distinguishes tasks for training.
between facts 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
Evaluating: Make judgments Examples: Select the most effective solution.
about the value of ideas or Hire the most qualified candidate. Explain and
materials. justify a new budget.
Key Words: appraises, compares, concludes,
contrasts, criticizes, critiques, defends,
describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes,
supports
Technologies: survey, blogging
Creating: Builds a structure or Examples: Write a company operations or
pattern from diverse process manual. Design a machine to perform
elements. Put parts together a specific task. Integrates training from
to form a whole, with several sources to solve a problem. Revises
emphasis on creating a new and process to improve the outcome.
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
Technologies: Create a new model, write an
essay, network with others

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).

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 atti tudes. The five major categories are listed
from the simplest behavior to the most complex:

Category Example and Key Words (verbs)

Receiving Phenomena: Awareness, Examples: Listen to others with
willingness to hear, selected attention. respect. Listen for and remember
the name of newly introduced
people.
Key Words: acknowledge, asks,
attentive, courteous, dutiful,
follows, gives, listens,
understands
Responds to Phenomena: Active Examples: Participates in class
participation on the part of the learners. discussions. Gives a presentation.
Attend and react to a particular Questions new ideals, concepts,
phenomenon. Learning outcomes may models, etc. in order to fully
emphasize compliance in responding, understand them. Know the
willingness to respond, or satisfaction in safety rules and practice them.
responding (motivation). Key Words: answers, assists, aids,
complies, conforms, discusses,
greets, helps, labels, performs,
presents, tells
Valuing: The worth or value a person Examples: Demonstrates belief in
attaches to a particular object, the democratic process. Is
phenomenon, or behavior. This ranges sensitive towards individual and
from simple acceptance to the more cultural differences (value
complex state of commitment. Valuing is diversity). Shows the ability to
based on the internalization of a set of solve problems. Proposes a plan
specified values, while clues to these to social improvement and
values are expressed in the learner's overt follows through with
behavior and are often identifiable. commitment. Informs
management on matters that one
feels strongly about.
Key Words: appreciates, cherish,
treasure, demonstrates, initiates,
invites, joins, justifies, proposes,
respect, shares
Organization: Organizes values into Examples: Recognizes the need
priorities by contrasting different values, for balance between freedom and
resolving conflicts between them, and responsible behavior. Explains
creating an unique value system. The the role of systematic planning in
emphasis is on comparing, relating, and solving problems. Accepts
synthesizing values.  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
Internalizes Values(characterization): Has Examples: Shows self-reliance
a value system that controls their when working independently.
behavior. The behavior is pervasive, Cooperates in group activities
consistent, predictable, and most (displays teamwork). Uses an
important characteristic of the learner. objective approach in problem
Instructional objectives are concerned solving. Displays a professional
with the student's general patterns of commitment to ethical  practice
adjustment (personal, social, emotional). 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, modifies,
performs, 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. 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)
Perception (awareness): The ability Examples:  Detects non-verbal
to use sensory cues to guide motor communication cues. Estimate where a
activity.  This ranges from sensory ball will land after it is thrown and
stimulation, through cue selection, then moving to the correct location to
to translation. 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 Examples:  Knows and acts upon a
mental, physical, and emotional sets. sequence of steps in a manufacturing
These three sets are dispositions that process. Recognize one's abilities and
predetermine a person's response to limitations. Shows desire to learn a
different situations (sometimes new process (motivation). NOTE: This
called mindsets). 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 Examples:  Performs a mathematical
learning a complex skill that includes equation as demonstrated. Follows
imitation and trial and error. instructions to build a model.
Adequacy of performance is achieved Responds hand-signals of instructor
by practicing. while learning to operate a forklift.
 Key Words: copies, traces, follows,
react, reproduce, responds
Mechanism (basic proficiency): This Examples:  Use a personal
is the intermediate stage in learning computer. Repair a leaking faucet.
a complex skill. Learned responses Drive a car.
have become habitual and the Key Words: assembles, calibrates,
movements can be performed with constructs, dismantles, displays,
some confidence and proficiency. fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes,
organizes, sketches.
Complex Overt Response (Expert): Examples:  Maneuvers a car into a
The skillful performance of motor tight parallel parking spot. Operates a
acts that involve complex movement computer quickly and accurately.
patterns. Proficiency is indicated by a Displays competence while playing the
quick, accurate, and highly piano.
coordinated performance, requiring Key Words: assembles, builds,
a minimum of energy. This category calibrates, constructs, dismantles,
includes performing without displays, fastens, fixes, grinds, heats,
hesitation, and automatic manipulates, measures, mends, mixes,
performance. For example, players organizes, sketches.
are often utter sounds of satisfaction NOTE: The Key Words are the same as
or expletives as soon as they hit a Mechanism, but will have adverbs or
tennis ball or throw a football, adjectives that indicate that the
because they can tell by the feel of performance is quicker, better, more
the act what the result will produce. accurate, etc.
Adaptation: Skills are well developed Examples:  Responds effectively to
and the individual can modify unexpected experiences.  Modifies
movement patterns to fit special instruction to meet the needs of the
requirements. 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 Examples:  Constructs a new theory.
patterns to fit a particular situation Develops a new and comprehensive
or specific problem. Learning training programming. Creates a new
outcomes emphasize creativity based gymnastic routine.
upon highly developed skills. Key Words: arranges, builds,
combines, 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)
Imitation — Observing and Examples: Copying a work of art. Performing
patterning behavior after a skill while observing a demonstrator.
someone else. Performance Key Words: copy, follow, mimic, repeat,
may be of low quality. replicate, reproduce, trace
Manipulation — Being able to Examples: Being able to perform a skill on
perform certain actions by one's own after taking lessons or reading
memory or following about it. Follows instructions to build a
instructions. model.
Key Words: act, build, execute, perform
Precision — Refining, Examples:  Working and reworking
becoming more exact. something, so it will be “just right.” Perform
Performing a skill within a high a skill or task without assistance.
degree of precision Demonstrate a task to a beginner.
Key Words: calibrate, demonstrate, master,
perfectionism
Articulation — Coordinating Examples: Combining a series of skills to
and adapting a series of produce a video that involves music, drama,
actions to achieve harmony color, sound, etc. Combining a series of skills
and internal consistency. or activities to meet a novel requirement.
Key Words: adapt, constructs, combine,
creates, customize, modifies, formulate
Naturalization — Mastering a Examples:  Maneuvers a car into a tight
high level performance until it parallel parking spot. Operates a computer
become second-nature or quickly and accurately. Displays competence
natural, without needing to while playing the piano. Michael Jordan
think much about it. playing basketball or Nancy Lopez hitti ng a
golf ball.
Key Words: create, design, develop, invent,
manage, naturally

Harrow (1972):
Category Example and Key Words (verbs)
Reflex Movements — Reactions Examples:  instinctive response
that are not learned, such as a Key Words: react, respond
involuntary reaction
Fundamental Movements — Basic Examples:  perform a simple task
movements such as walking, or Key Words: grasp an object, throw a ball,
grasping. walk
Perceptual Abilities — Response Examples:  track a moving object,
to stimuli such as visual, auditory, recognize a pattern
kinesthetic, or tactile Key Words: catch a ball, draw or write
discrimination.
Physical Abilities (fitness) — Examples:  gain strength, run a marathon
Stamina that must be developed Key Words: agility, endurance, strength
for further development such as
strength and agility.
Skilled movements — Advanced Examples:  Using an advanced series of
learned movements as one would integrated movements, perform a role in
find in sports or acting. a stage play or play in a set of series in a
sports game.
Key Words: adapt, constructs, creates,
modifies
Nondiscursive communication— Examples:  Express one's self by using
Use effective body language, such movements and gestures
as gestures and facial expressions. Key Words: arrange, compose,
interpretation 
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