Goals, Objectives
And
Bloom’s Taxonomy
Bloom’s Taxonomy
 In 1956, Benjamin Bloom along with his associates
published a framework for categorizing educational
goals: Taxonomy of Educational Objectives.
 Bloom’s Taxonomy divides people’s way of learning
into different domains.
 It refers to a classification of the different objectives
that educators set for students (learning objectives).
 This classification system delineates the "intended
behavior" of students - the ways in which individuals
are to act, think or feel as a result of participating in a
unit of instruction expressed in measurable observable
formats (learning objectives).
Bloom’s Taxonomy
 It divides educational objectives into three "domains":
1.
2.
3.
Cognitive
Affective
Psychomotor
Domain
What they are related to?
Cognitive
Related to thinking: Head
Psychomotor
Related to doing: Hand
Affective
Related to feeling: Heart
Bloom’s Taxonomy
 The major concept of the taxonomy is that educational
objectives can be arranged in a hierarchy that moves
from less to more complex levels of knowledge.
 The levels are successive; one level must be mastered
before the next level can be reached.
 Effective learning objectives need to be observable
and/or measureable, and using action verbs is a way to
achieve this.
 Verbs such as “identify”, “argue,” or “construct” are more
measureable than vague or passive verbs such as
“understand” or “be aware of”.
Cognitive Domain
 The cognitive domain encompasses a hierarchical series
of intellectual skills involving the acquisition and use of
knowledge that ranges from simple recall to the ability
to judge and evaluate the learned materials.
 Bloom identified six levels within the cognitive domain:
1.
2.
3.
4.
5.
6.
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Cognitive Domain …
 Knowledge refers to those behaviors and situations
that emphasize remembering, either by recognition or
recall of specifics ideas, terms and materials, and of
abstraction and phenomena.
 Students have the ability to store in their mind certain
information and later to remember and recall it, often
with slight alteration.
 Verb examples that represent intellectual activity on
this level include: describe, list, match, and recognize.
 Examples from the Syllabus:
Describe what parts of speech is.
Recall what parts of speech is.
Repeat what parts of speech is.
Cognitive Domain …
 Comprehension refers to those objectives, behaviors,
or responses that represent an understanding of the
literal message contained in a communication, without
necessarily relating it to other materials.
 In coming to this understanding, the student may
change the communication in his/her mind, or in overt
responses, to reflect a parallel form more meaningful to
him/her.
 Verb examples that represent intellectual activity on
this level include: classify, explain, demonstrate, interpret,
locate, translate.
 Examples from the Syllabus:
Classify parts of speech into different types.
Explain different types of parts of speech.
Identify different types of parts of speech from sentences.
Cognitive Domain …
 Application is the ability to use previously learned
materials in situations which are either new, or contain
new elements.
 This means that the problem should be drawn from
materials the student is not likely to have had contact with,
or be a problem known to the student, but having a
different slant that he/she is unlikely to have thought of.
 Verb examples that represent intellectual activity on this
level include: apply, employ, use, resolve, practice.
 Examples from the Syllabus:
Write sentences using noun/verb/adjectives given.
Change parts of speech of words into other forms.
Resolve new problems relating to parts of speech.
Cognitive Domain …
 Analysis is the breakdown of materials into its constituent
parts and detection of the relationship of the parts and of
the way they are organized.
 While clear lines can be drawn between analysis and
comprehension or analysis and evaluation, it is useful to
think of it as an aid to more complete comprehension and as
a prelude to evaluation.
 Verb examples that represent intellectual activity on this
level include: analyze, categorize, discriminate, test.
 Examples from the Syllabus:
Analyze how a the parts of speech of a particular word is formed.
Categorize parts of speech into more narrowly defined ones.
Compare/contrast different parts of speech.
Cognitive Domain …
 Synthesis is defined as the putting together of elements
and parts so as to form a whole.
 This is the category in the cognitive domain that Bloom
tells us most clearly provides for creative behavior on the
part of the learner, but within the limits set by the
framework.
 Verb examples that represent intellectual activity on this
level include: construct, create, plan, rearrange
 Examples from the Syllabus:
Plan list of words of a particular word category mostly
used in everyday life.
Write a poem by using the romantic adjectives and
nouns.
Construct new vocabulary in terms of given words.
Cognitive Domain …
 Evaluation is the making of judgments about the value,




for some purpose, of ideas, works, solutions, methods,
material, etc.
It involves the use of criteria and standards for appraising
the extent to which particulars are accurate, effective, or
satisfying.
It may be quantitative or qualitative.
Verb examples that represent intellectual activity on this
level include: assess, defend, evaluate, measure
Examples from the Syllabus:
Assess comparative value of a word in a sentence.
Evaluate the change of meaning of sentence.
Measure the significance of a word in context.
Thank You