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Bloom’s Revised Taxonomy: Cognitive, Affective, and Psychomotor
Bloom’s Revised Taxonomy—Cognitive Domain 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 thetwo 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:
Category
Examples
Key Words [Verbs]
Remembering:
Recall
previous
learned
information.
Recite
a
policy.
Quote
prices
from
memory
to
a
customer.
Knows
the
safety
rules.
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.
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.
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
unprompted
use
of
an
abstraction.
Applies
what
was
learned
in
the
classroom
into
novel
situations
in
the
work
place.
Use
a
manual
to
calculate
an
employee's
vacation
time.
Apply
laws
of
statistics
to
evaluate
the
reliability
of
a
written
test.
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.
Troubleshoot
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.
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.
Select
the
most
effective
solution.
Hire
the
most
qualified
candidate.
Explain
and
justify
a
new
budget.
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.
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
outcome.
Categorizes,
combines,
compiles,
composes,
creates,
devises,
designs,
explains,
generates,
modifies,
organizes,
plans,
rearranges,
reconstructs,
relates,
reorganizes,
revises,
rewrites,
summarizes,
tells,
writes.
Bloom’s Revised Taxonomy—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
Examples
Key Words [Verbs]
Receiving Phenomena:
Awareness, willingness to hear,
selected attention.
Listen to others with respect. Listen for and remember the
name of newly introduced people.
Asks, chooses, describes, follows, gives, holds,
identifies, locates, names, points to, selects,
sits, erects, replies, uses.
Responding to Phenomena:
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).
Participates in class discussions. Gives a presentation.
Questions new ideals, concepts, models, etc. in order to
fully understand them. Know the safety rules and practices
them.
Answers, assists, aids, complies, conforms,
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 ofa set of specified values, while clues to these values are
expressed in the learner's overt behavior and are often
identifiable.
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.
Completes, demonstrates, differentiates,
explains, follows, forms, initiates, invites,
joins, justifies, proposes, reads, reports, selects,
shares, studies, works.
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.
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.
Adheres, 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 the learner. Instructional objectives are
concerned with the student's general patterns of
adjustment (personal, social, emotional).
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 how they look.
Acts, discriminates, displays, influences,
listens, modifies, performs, practices, proposes,
qualifies, questions, revises, serves, solves,
verifies.
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.
Maneuvers a car into a tight parallel parking
spot. Operates a computer quickly and accurately. Displays competence while
playing the piano.
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.
Adaptation:
Skills are well developed and the individual
can modify movement patterns to fit special
requirements.
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).
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.
Constructs a new theory. Develops a new
and comprehensive training programming.
Creates a new gymnastic routine.
Arranges, builds, combines, composes, constructs, creates,
designs, initiate, makes, originates.
