Blooms Taxonomy

Group Members
 Wajiha Taj
 Huda Khan
 Aneeza Arshad
 Rabia Batool
 Zillah Zainab
 Iqra Irfan
BLOOMS TAXONOMY
Bloom’s Taxonomy is a classification of the different objectives and skills that
educators set for their students (learning objectives).
Bloom’s Taxonomy is a hierarchical ordering of cognitive skills that can, among

countless other uses, help teachers teach and students learn.
For example, Bloom’s Taxonomy can be used to:
 create assessments
 plan lessons
 evaluate the complexity of assignments
 design curriculum maps
 develop online courses
 plan project-based learning
 self-assessment
A BRIEF HISTORY OF BLOOM’S
TAXONOMY REVISIONS
Bloom’s Taxonomy was created by Benjamin Bloom in 1956, published as a

kind of classification of learning outcomes and objectives that have, in the more
than half-century since, been used for everything from framing digital tasks and
evaluating apps to writing questions and assessments.
HOW BLOOM’S CAN AID IN COURSE
DESIGN
 Before you can understand a concept, you must remember it.
 To apply a concept you must first understand it.
 In order to evaluate a process, you must have analyzed it.
 To create an accurate conclusion, you must have completed a thorough

evaluation.
THE THREE DOMAINS OF LEARNING
 Cognitive: mental skills (knowledge)
 Affective: growth in feelings or emotional areas

(attitude or self)
 Psychomotor: manual or physical skills (skills)

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.
LEVELS OF COGNITIVE DOMAIN
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
KNOWLEDGE
 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.
 Verbs: arrange, define, duplicate, label, list, memorize, name, order,

recognize, relate, recall, repeat, reproduce state.
COMPREHENSION
 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).
 Verbs: classify, describe, discuss, explain, express, identify,
indicate, locate, recognize, report, restate, review, select, translate.
APPLICATION
 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
 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.
 Verbs: analyze, appraise, calculate, categorize, compare, contrast, criticize,

differentiate, discriminate, distinguish, examine, experiment, question, test.
SYNTHESIS
 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).
 Verbs: arrange, assemble, collect, compose, construct, create, design, develop,

formulate, manage, organize, plan, prepare, propose, set up, write.
EVALUATION
 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.
 Verbs: appraise, argue, assess, attach, choose compare, defend estimate, judge,
predict, rate, core, select, support, value, evaluate.
AFFECTIVE DOMAIN
 The affective domain describes learning objectives that emphasize a

feeling tone, an emotion, or a degree of acceptance or rejection. Affective
objectives vary from simple attention to selected phenomena to complex
but internally consistent qualities of character and conscience.
LEVELS OF AFFECTIVE DOMAIN
 Receiving
 Responding
 Valuing
 Organization
 Characterization
RECEIVING
 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
 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
 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
 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
 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.
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.
LEVELS OF PSYCHOMOTOR
DOMAIN
Perception
Set
Guided response
Mechanism
Complex overt response
Adaptation
Origination
PERCEPTION:
 Perception: The ability to use sensory cues to guide motor activity. This
ranges from sensory stimulation, through cue selection, to translation.
 Key Words: chooses, describes, detects, differentiates, distinguishes,

identifies, isolates, relates, selects.
SET
 Set: Readiness to act. It includes mental, physical, and emotional

sets. These three sets are dispositions that predetermine a person’s
response to different situations (sometimes called mindsets).
 Key Words: begins, displays, explains, moves, proceeds, reacts,
shows, states, volunteers.
GUIDED RESPONSE
 Guided Response: The early stages in learning a complex skill that
includes imitation and trial and error. Adequacy of performance is
achieved by practicing.
 Key Words: copies, traces, follows, react, reproduce, responds

MECHANISM:
 Mechanism: This is the intermediate stage in learning a complex skill.
Learned responses have become habitual and the movements can be
performed with some confidence and proficiency.
 Key Words: assembles, calibrates, constructs, dismantles, displays,
fastens, fixes, grinds, heats, manipulates, measures, mends, mixes,
organizes sketches.
COMPLEX OVERT RESPONSE
 Complex Overt Response: The skilful performance of motor acts that
involve complex movement patterns. Proficiency is indicated by a
quick, accurate, and highly coordinated performance, requiring a
minimum of energy.
 Key Words: assembles, builds, calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats, manipulates, measures, mends,
mixes, organizes sketches.
ADAPTATION
 Adaptation: Skills are well developed and the individual can

modify movement patterns to fit special requirements.
 Key Words: adapts, alters, changes, rearranges, reorganizes,
revises, varies.
ORIGINATION:
 Origination: Creating new movement patterns to fit a 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.

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Group Members

Bloom’s Taxonomy is a hierarchical ordering of cognitive skills that can, among

 evaluate the complexity of assignments

 design curriculum maps

 develop online courses

 plan project-based learning

Bloom’s Taxonomy was created by Benjamin Bloom in 1956, published as a

 Before you can understand a concept, you must remember it.

 To apply a concept you must first understand it.

 In order to evaluate a process, you must have analyzed it.

 To create an accurate conclusion, you must have completed a thorough

 Cognitive: mental skills (knowledge)

 Affective: growth in feelings or emotional areas

 Psychomotor: manual or physical skills (skills)

 The cognitive domain involves knowledge and the development of

 Knowledge is defined as remembering of previously learned material. This

 Verbs: arrange, define, duplicate, label, list, memorize, name, order,

 Comprehension is defined as the ability to grasp the meaning of

 Verbs: apply, choose, demonstrate, dramatize, employ, illustrate,

 Verbs: analyze, appraise, calculate, categorize, compare, contrast, criticize,

 Verbs: arrange, assemble, collect, compose, construct, create, design, develop,

 The affective domain describes learning objectives that emphasize a

 Examples include: to differentiate, to accept, to listen (for), to

 Responding is committed in some small measure to the ideas, materials, or

 Examples are: to comply with, to follow, to commend, to volunteer, to spend

 Examples include: to increase measured proficiency in, to

 Examples are: to discuss, to theorize, to formulate, to balance, to

 Characterization by value or value set is to act consistently in

Complex overt response

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

 Set: Readiness to act. It includes mental, physical, and emotional

 Key Words: copies, traces, follows, react, reproduce, responds

 Adaptation: Skills are well developed and the individual can

 Key Words: arranges, builds, combines, composes, constructs, creates,

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