Taxonomy of Objective’s Behaviors
Once objectives have been stated in terms of student behavior, performance or outcomes so that
it is clearly understood what the objectives mean, they can be classified into categories (domains)
and subcategories arranged in hierarchical order from the simplest to the most complex
outcomes. The most common of these classification schemes is the Taxonomy of Educational
Objectives (Bloom, 1956, Krathwohl, 1964, Harrow, 1972 & 1977, and Simpson, 1972). Bloom’s
taxonomy deals with the cognitive domain; Krathwohl’s with the affective domain, while Harrow
and Simpson’s both apply to the psychomotor domain.
These taxonomies of educational objectives, not only permit objectives to be stated in domains
arranged in hierarchical order from simplest to the most complex, but also provide for the judging
of the worth, importance and value of objectives. Objectives, especially behavioral objectives,
have been criticized for being too simple and trivial and that only trivial kinds of content could be
stated in behavioral terms. This taxonomic analysis of objectives behavior certainly will put that
criticism to rest.
The first major division of the taxonomy is in three categories or domains.
Cognitive domain – Involves the mental and intellectual process of the learner ranging form the
lowest level of simple recall to higher and more complex levels of evaluative thinking.
Affective domain – Involves values, attitudes, and emotions displayed by feelings, interests,
appreciations, etc.
Psychomotor domain – Involves skills, performance, movement, and manipulation of materials,
objects, etc. Psychomotor skills are sometimes a part of cognitive and affective objectives;
however, in some subject areas such as physical education, art, music, and industrial education,
they are often the dominant objectives.
Then within each domain, there are levels of higher and more complex activities, thinking and
behaviors. Since schools and teachers deal more with the cognitive domain, its subdivisions are
probably most useful to them; also more information and material seems to be available for the
subdivisions of the cognitive domain. Also, the cognitive and psychomotor domains are much
easier to identify and measure in student behaviors. The three domains and their subdivision
follow with a brief description for each. Also, some illustrative guidewords for writing objectives at
each level are listed.
COGNITIVE DOMAIN LEVELS
KNOWLEDGE – Emphasizes the process of remembering, recalling, and recognizing previously
learned material. This may involve little more than rote memory bringing to mind specific
information, facts, details, etc. Knowledge is the lowest level of thinking in the cognitive domain.
ILLUSTRATIVE ACTION WORDS FOR WRITING KNOWLEDGE LEVEL OBJECTIVES:
check
choose
circle
cite
complete
count
define
describe
identify
indicate
label
list
locate
match
name
outline
recall
recite
recognize
reproduce
select
state
write
COMPREHENSION – Represents the lowest level of understanding but is a step above simply
recalling knowledge. It involves interpreting, translating, summarizing, or paraphrasing
information, but not necessarily to the extent of relating it to other material or understanding its
fullest implications. Comprehension goes one step beyond simple memorizing and is the second
level in the cognitive domain.
ILLUSTRATIVE ACTION WORDS FOR WRITING COMPREHENSION LEVEL OBJECTIVES:
change
classify
conclude
convert
demonstrate
derive
describe
differentiate
distinguish
estimate
expand
explain
express
extend
extrapolate
generalize
give example
indicate
infer
interpret
paraphrase
predict
rearrange
restate
rewrite
summarize
translate
transform
APPLICATION – Refers to the use of learned material in new and real situations or abstract
knowledge in concrete situations. This may include the application of such abstractions as
general concepts, principles, theories, rules and laws to real or concrete problems. Learning
outcomes at this level require a higher degree of thinking than those at comprehension and
knowledge.
ILLUSTRATIVE ACTIONS WORDS FOR WRITING APPLICATION LEVEL OBJECTIVES:
apply
arrange
build
change
classify
collect
complete
compile
compute
construct
demonstrate
develop
diagram
discover
discuss
dramatize
employ
generalize
illustrate
make
manipulate
model
modify
operate
order
organize
participate
perform
plan
predict
prepare
produce
prove
reconstruct
record
relate
report
show
solve
state
teach
transfer
use
ANALYSIS – Involves the breakdown of a whole into its separate elements until the relationship
among those elements is made clear. In addition to the analysis of its elements, it includes an
analysis of relationships, and organizational principles, arrangement and structure, which holds
the parts together as a whole. Objectives and learning outcomes here require a very high level of
thinking because they involve an understanding of both content and the structural form of the
material. This is the fourth level of the cognitive domain and includes the use of the first three
levels.
analyze
associate
breakdown
categorize
chart
classify
compare
conclude
contrast
debate
deduce
design
detect
determine
diagram
differentiate
dissect
discriminate
distinguish
generalize
graph
illustrate
infer
investigate
order
organize
outline
point out
relate
separate
subdivide
summarize
survey
SYNTHESIS – Involves combining the elements or parts of something to form a new or original
whole. This can be the bringing together of previously learned content with new information to
form an original entity. It requires a very high level of thinking that can lead to creative and
innovative behavior. This level of thinking is exceeded only by evaluation and builds on the first
four levels of Bloom’s cognitive domain. One of the most common examples of teachers using
synthesis is their development of teaching units. They bring together various parts and elements
to create a new original plan of their own.
arrange
categorize
classify
combine
compile
compose
constitute
construct
create
design
develop
devise
document
forecast
formulate
generate
incorporate
integrate
invent
modify
organize
originate
plan
predict
produce
propose
rearrange
reconstruct
relate
reorganize
revise
rewrite
summarize
synthesize
transmit
EVALUATION – Involves acts of judgment and decision making about the value of something.
Those judgments are to be based on clearly defined criteria and for a given purpose. These
criteria may be objective or subjective and are usually predetermined. Evaluation is the highest
level of Bloom’s cognitive domain and contains elements of all the other levels. Also, evaluation is
a bridge from the cognitive to the affective domain. As with analysis and synthesis, subjective or
essay type test questions are almost always written at the evaluation level.
ILLUSTRATIVE ACTION WORDS FOR WRITING EVALUATION LEVEL OBJECTIVES:
argue
appraise
assess
compare
conclude
contrast
criticize
decide
determine
distinguish
discriminate
dispute
evaluate
grade
interpret
judge
justify
rank
rate
relate
standardize
summarize
support
validate
verify
weigh
Note that some of the action words are identified as appropriate for writing objectives at two or
three levels of the cognitive domain and a few are even appropriate for the affective and
psychomotor domains as well. The only individual knowing exactly the level at which an objective
is written is the one who writes it. When reading behavioral objectives, it is sometimes difficult to
determine if they are written at the analysis, synthesis or evaluation level; however, at this point of
decision, it is very easy to see that they are not stated at the knowledge (rote memory) level.
Occasionally, it is necessary for students to learn certain knowledge and remember it before they
are ready to grasp the next higher level of thinking called for in the cognitive domain. To make
teaching most effective, objectives should be included from all levels of this cognitive domain as
well as from the affective and psychomotor domains.