For more information related to Bloom's Taxonomy, refer to theÌýBloom's Taxonomy Teaching Tip.
COGNITIVE DOMAIN
Bloom's Taxonomy: Cognitive Domain (PDF)
Cognitive Domain: intellectual skills and abilities required for learning, thinking critically and problem solving
|
Remember Retain, recall and recognize knowledge |
Understand Translate and interpret knowledge |
Apply Apply knowledge to different situations |
Analyze Break down information to look at relationships |
Evaluate Make judgements based on evidence found |
Create Compile information to generate new solutions |
|---|---|---|---|---|---|
|
arrange define identify indicate label list match memorize recall recite recognize |
compare classify describe discuss explain give examples interpret paraphrase predict present report rewrite summarize |
calculate complete demonstrate execute illustrate implement modify organize practice prepare solve show use write |
categorize contrast compare criticize debate differentiate experiment inspect infer investigate organize outline question separate test |
attribute argue assess check compare conclude contrast criticize critique defend examine justify measure recommend support reflect |
arrange calculate compose construct design develop devise formulate generate hypothesize plan prepare produce propose revise summarize synthesize |
| Learning Activities | Assessments | |
|---|---|---|
|
Remember Retain, recall and recognize knowledge |
|
|
|
Understand Translate and interpret knowledge |
|
|
|
Apply Apply knowledge to different situations |
|
|
|
Analyze Break down information to look at relationships |
|
|
|
Evaluate Make judgements based on evidence found |
|
|
|
Create Compile information to generate new solutions |
|
|
References
- Anderson, L., & Krathwohl, D. A. (2001).ÌýTaxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
- IUPUI Center of Teaching and Learning. (2006).Ìý.Ìý
AFFECTIVE DOMAIN
Bloom's Taxonomy: Affective Domain (PDF)
Affective Domain: emotional response concerning one's attitudes, values and appreciation for motivation in learning
|
Receiving Being willing to listen and be aware to receive knowledge |
Responding Actively participating and engaging to transfer knowledge |
Valuing Finds value and worth in one's learning and is motivated to continue |
Organization Integrating and comparing values, ordering them according to priorities Ìý |
Characterization Value that will control the outcome and behaviour |
|---|---|---|---|---|
|
acknowledge ask attend choose describe follow give identify listen name reply select |
agree to answer ask assist clarify communicate contribute cooperate discuss help indicate inquire participate question |
accept approve complete choose commit describe debate demonstrate differentiate explain establish identify initiate justify prepare refute |
adapt arrange categorize classify compare complete defend explain establish formulate generate identify integrate modify order prepare rank relate |
act arrange behave characterize defend display exemplify function incorporate influence justify listen maintain modify practice preserve perform propose question revise |
| Ìý | Learning Activities | Assessments |
|---|---|---|
|
Receiving Being willing to listen and be aware to receive knowledge |
|
|
|
Responding Actively participating and engaging to transfer knowledge |
|
|
|
Valuing Finds value and worth in one's learning and is motivated to continue |
|
|
|
Organization Integrating and comparing values, ordering them according to priorities |
|
|
|
Characterization Value that will control the outcome and behaviour |
|
|
References
- Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964).ÌýTaxonomy of Educational Objectives: The Classification of Educational Goals. Handbook II: Affective Domain.ÌýNew York: David McKay Company Inc.
- University of Mississippi School of Education. (2007). Bloom’s Taxonomy: Affective Domain. Retrieved from: http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual9.htm
PSYCHOMOTOR DOMAIN
Bloom's Taxonomy: Psychomotor Domain (PDF)
Psychomotor Domain:Ìýability to use motor skills that includes physical movement, reflex and coordination to develop techniques in execution, in accuracy and time.
|
Set How ready one is to act (physically, mentally, emotionally and spiritually) |
Guided Response Beginner level, learns through trial and error by practicing |
Mechanism Intermediate level, developsÌý proficiency and action becomes habitual |
Complex Overt Response Expert level, high proficiency and performs with accuracy |
Adaptation Skills strongly developed and can be modified in different situations |
Origination Create new procedures and solutions to approach various situations |
|---|---|---|---|---|---|
|
arranges begins demonstrates displays explains moves prepares proceeds reacts responds shows states Ìý |
assembles attempts builds copies follows imitates reacts reproduces responds traces tries |
assembles constructs dismantles displays fastens fixes grinds measures mends mixes organizes sketches |
assembles builds calibrates constructs dismantles display fastens fixes grinds heats measures mends mixes operates organizes performs sketches |
adapts alters changes modifies rearranges reorganize revise varies |
arranges builds combines composes constructs creates designs formulates initiates makes modifies originates re-designs |
| Ìý | Learning Activities | Assessments |
|---|---|---|
|
SetÌý
Ìý
How ready one is to act (physically, mentally and spiritually)
Ìý
Ìý
|
|
|
|
Guided Response
Ìý
Beginner level, learns through trial and error by practicing
|
|
|
|
Mechanism
Ìý
Intermediate level, developsÌý proficiency and action becomes habitual
|
|
|
|
Complex Overt Response
Ìý
Expert level, high proficiency and performs with accuracy
|
|
|
|
Adaptation
Ìý
Skills strongly developed and can be modified in different situations
|
|
|
|
Origination
Ìý
Create new procedures and solutions to approach various situations
|
|
|
References
- Clark, D.R. (1999).Ìý
- Simpson, E.J. (1966).ÌýÌýUniversity of Illinois. Urbana, Illinois.
Support
If you would like support applying these tips to your own teaching, CTE staff members are here to help.Ìý View theÌýCTE SupportÌýpage to findÌýthe most relevant staff member to contact.Ìý
Ìýlets others remix, tweak, and build upon our work non-commercially, as long as they credit us andÌýindicate if changes were made. Use this citation format:ÌýBloom's Taxonomy Learning Activities and Assessments.ÌýCentre for Teaching Excellence, University of À¶Ý®ÊÓƵÌý