Blooms_Taxonomy_of_Learning_Domains_The.pdf
- 1. 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, rather than just remembering facts (rote learning). The Three Types of Learning The committee identified three domains of educational activities or learning (Bloom, 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 can be thought of as categories. Trainers often refer to these three categories as KSA (Knowledge, Skills, and Attitude). This taxonomy of learning behaviors can be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired new skills, knowledge, and/or attitudes. 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 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, 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 ones must normally be mastered before the next ones can take place. 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 (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000; Pohl, 2000). This new taxonomy reflects a more active form of thinking and is perhaps more accurate:
- 2. Table of The Revised Cognitive Domain Category Example and Key Words (verbs) Remembering: Recall previous learned information. Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Repeats what it was said in the classroom. Describes what one saw before. Repeat what one read before. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states. Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Explains what is wrong and right in his or her own life. Generalize appropriate habits in learning settings. Comprehend own strength and weaknesses in his or her own learning. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates. Applying: Use a concept in a new situation or Examples: Use a manual to calculate an employee's vacation time. Apply laws of
- 3. unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place or personal life. statistics to evaluate the reliability of a written test. Make decisions based on objectiveness. Constructs a routine to develop appropriate habits. Shows positive attitudes to actions. Modifies his or her behavior in different ways: home, university, friends, strangers, etc. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. Analyzing: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Examples: figure out how to work a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Contrast different types of human behavior. Deconstruct from simple to complex concepts to deeply understand. Discriminate types of reading texts. Separate relevant from irrelevant information. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Evaluating: Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Explain why one thinks in one way or another. Justify why information is relevant or not. Summarize texts and opinions. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports. Creating: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. 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 results. Generate a research study. Designs a new way to teach, to learn. Plan one´s own life. Restructure something already done. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
- 4. 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 (verbs) Receiving Phenomena: Awareness, willingness to hear, selected attention. Examples: Listen to others with respect. Listen for and remember the name of newly introduced people. Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses. Responding to Phenomena: Examples: Participates in class discussions. Gives a
- 5. Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). presentation. Questions new ideas, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them. Key Words: answers, assists, aids, complies, conf orms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes. Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable. Examples: Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about. Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.
- 6. Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. Examples: Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one's behavior. Explains the role of systematic planning in solving problems. Accepts 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: adh eres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes. Internalizing values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of Examples: Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not
- 7. the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). how they look. 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 (verbs) Perception (awareness): The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. 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 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 Examples: Knows and acts upon a sequence of steps in a
- 8. includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets). manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This 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 learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. Key Words: copies, traces, follows, react, reproduce, responds Mechanism (basic proficiency): This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some Examples: Use a personal computer. Repair a leaking faucet. Drive a car. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
- 9. confidence and proficiency. Complex Overt Response (Expert): The skillful 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. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.
- 10. Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements. Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the 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 patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates. References Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., Wittrock, M. C. (2000). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon. Biggs, J. B. and Collis, K. (1982). Evaluating the Quality of Learning: the SOLO taxonomy. New York, Academic Press 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 Behavioral Objectives. (R. J. Armstrong, ed.). Tucson, Arizona: Educational Innovators Press. Harrow, A. (1972) ATaxonomy of Psychomotor Domain: AGuide for Developing Behavioral Objectives. New York: David McKay.
- 11. 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, M. (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. Questions to answer individually: 1. How many domains are there in knowledge and what are their names? 2. What are the levels of knowledge from low to high order thinking? 3. How many categories are there in the “affective domain”? Mention them: 4. How many categories are there in the psychomotor domain? Mention them: 5. Conceptualize each domain: 6. How important is each domain in “research”? 7. In which domain do you deal with “induction, deduction, reflecting, abstracting, concreting” Why? 8. How important is “to receive the phenomena category” in the affective domain for you to learn new things? 9. Whenever we involve in learning something new, there is a need to put into practice the domains. Can you suggest an activity in which the domains are put into practice? Describe it: 10. From your point of view, which domain do you think is important to develop?