Background - Bloom's Taxonomy
Cognitive domain
Benjamin Bloom developed a taxonomy of cognitive objectives that categorized thinking skills (he
also tackled the affective and psychomotor domains). His taxonomy is based on the premise that it is
hard to understand a concept if you do not first remember it, similarly you cannot apply knowledge
and concepts if you do not understand them. The skills are ordered from lower order to higher order
with the bottom of the pyramid indicating simple cognitive behaviours of recall and recognition.
Bloom's Revised Taxonomy Cognitive Domain
A former student of Bloom’s, Lorin Anderson, revised Bloom's Taxonomy and published it in 2001.
The big difference was the use of verbs rather than nouns for each of the categories but there was
also a small change in the sequence within the taxonomy.
This site also has an excellent explanation of Bloom’s other domains.
http://www.nwlink.com/~donclark/hrd/bloom.html
Last Updated: 6/12/12
Centre for Learning and Development Telephone: +61 8 6304 2554 Email: cld@ecu.edu.au Web: www.ecu.edu.au/cld
Key verbs
Each of the categories or taxonomic elements has a number of key verbs associated with it.
They describe typical student activity associated with that level and are useful for planning
teaching and assessment.

Remembering - Recognising, listing, describing, identifying, retrieving, naming,
locating, finding

Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying,
comparing, explaining, exemplifying

Applying - Implementing, carrying out, using, executing

Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding,
structuring, integrating

Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing,
Detecting, Monitoring

Creating - designing, constructing, planning, producing, inventing, devising, making
Why a Taxonomy
Before we

can understand a concept we have to remember it

can apply the concept we must understand it

analyse it we must be able to apply it

can evaluate its impact we must have analysed it

can create we must have remembered, understood, applied, analysed, and
evaluated.
Adapted from http://edorigami.wikispaces.com/Bloom’s+Digital+Taxonomy
Most University teaching aims to encourage higher order thinking – analysing, evaluating
and creating. In learning sessions they try to create an environment where students have to
apply these processes.
2
Learning can start anywhere but higher order thinking may require mastery of earlier stages
in some disciplines
The Affective Domain
The affective domain is important and many people believe that learning is essentially a cognitive
decision. By attending to it we can significantly enhance learning. The affective domain
includes factors such as student motivation, attitudes, perceptions, values and feelings, how
the student chooses to act, demonstrations of professional behaviour, accountability,
integrity and honesty. The affective domain should always be considered in planning
courses, delivering lectures and activities, and assessing student learning.
F rom
https://www.softchalkcloud.com/lesson/files/8wXSLynRaeBOP6/Learning_Outcomes_Lesson_print.
html
3
This domain is well worth considering when planning learning activities. In the words of Michelle
Pacanscky-Brock (2012): The affective domain contributes to the development of a student's
motivation, confidence, how relevant they perceive the content to be, and how meaningful
their learning experience is to them (Polhemus, Shih, Richardson and Swan, 2000). The
affective domain shapes learning into a meaningful, relevant, life changing experience. All
of these factors are critical contributors to powerful, inspirational online classes (Zvacek,
1991).
The Psychomotor Domain
This domain includes physical movement and coordination. It involves elements like speed,
precision, distance, procedure or techniques. The seven major categories are listed from the
simplest behaviour to the most complex:
4
Disciplines like Nursing and Human Movement are obvious areas where psychomotor objectives
would be expected. However any discipline that involves public speaking, talking, writing,
manipulation of IT equipment, building or manipulation of material objects would also be part of this
domain.
Simulations are a cost effective way of building psychomotor skills and have the added benefit of
limiting potential damage to materials or participants.
Finally…
From http://www.schrockguide.net/bloomin-apps.html
The above diagram illustrates that creating new knowledge in a learner will involve all levels
of Bloom’s taxonomy (It is only dealing with the cognitive domain and ignore the very
important other domains)
5
As much as we would like to concentrate on higher order levels these are critically
dependent on the acquisition of lower order skills. That is being able to name a concept
before being able to apply it seems an obvious point.
However be aware that not all emerging knowledge can necessarily be easily verbalised.
And definitely finally…
Keep in mind that some learning objectives are more important, more critical than others to
actual job performance.
6