Blooms Taxonomy: Levels of Cognitive, Psychomotor

and Affective Domain

EVALUATION NATURALIZATION CHARACTERIZING
Involves acts of decision- Completes one or more Total behavior is
making judging or selecting skills with ease and consistent with values
based on criteria and becomes automatic with internalized.
rationals. limited physical or mental
Requires synthesis in order exertion.
to evaluate
SYNTHESIS ARTICULATION ORGANIZING
Combines elements to Combines more than one Committed to set of
form new entity from skill in sequence with values as displayed by
original one. harmony and consistency behavior.
Requires analysis in order
to evaluate
ANALYSIS
Separates whole into its
parts, until relationship PRECISION VALUING
INCREASING DIFFICULTY

among elements is clear. Reproduces a skill with Displays behavior

Requires ability to apply accuracy proportion; and consistent with single
information in order to exactness. belief or attitude where
analyze. Usually performed he/she is not forced to
APPLICATION independent of original comply or obey.
Uses information in a source.
situation different from
original learning context.
Requires comprehension
of information in order to
apply in new situation.
COMPREHENSION MANIPULATION RESPONDING
Interprets, translates, Performs skill according to Complies to given
summarizes, or instruction rather than expectations by attending
paraphrases given observation. or reacting to stimuli or
information. phenomena.
Requires knowledge in i.e interest
order to demonstrate
comprehension.
KNOWLEDGE IMITATION RECEIVING
Recognition and recall of Observes skill and Aware of
facts and specifics attempts to repeat it. Passively attending
phenomena and stimuli.
i.e listening, looking.
COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN

HEAD HANDS HEART

 Learning Objectives
The cognitive domain (head):
In the cognitive domain the hierarchy of objectives follows the principle of increasing
complexity. It is assumed that higher objective levels cannot be reached until those beneath
them have been dealt with.
Level General Instructional Objectives
Knowledge Knowledge of common terms, specific facts,
methods and procedures, basic concepts,
principles.
Comprehension Understanding of facts and principles,
verbal material, charts and graphs etc.
Translate verbal material into mathematical recognize, restate, review, select,
formulas.
Application Applying concepts and principles in practical
situations and in different context.
Demonstrating correct usage of a method
or procedure.
Analysis Recognizing assumptions and logical fallacies
in reasoning.
Distinguishing between facts and
inferences.
Evaluating the relevance of data. Analyzing
structures
Synthesis Writing a well-organized theme. Giving a
well-organized speech. Proposing a plan for
an experiment. Integrating learning from
different areas into a plan for solving a
problem.
Evaluation Judging the logical consistency of written
material, the adequacy with which
conclusions are supported by data, the value
of a work by use of external standards of
excellence.
Action Verbs
arrange, define, duplicate, label,
list, memorize, name, order, recall,
recognize, relate, repeat,
reproduce
classify, describe, discuss, explain,
express, identify, indicate, locate,
tell, translate
apply, choose, demonstrate,
dramatize, employ, illustrate,
interpret, operate, perform,
practice, schedule, sketch, solve,
use
analyze, appraise, calculate,
categorize, compare, contrast,
criticize, diagram, examine,
experiment, discriminate,
distinguish, inventory,
question, test
arrange, assemble, collect,
compose, construct, create, design,
formulate, manage, organize, plan,
prepare, propose, set up, write
appraise, argue, assess, attack,
choose, compare, defend, estimate,
judge, predict, rate, score, select,
support, value
The Psychomotor domain (hand) :

Here the objectives can be ordered according to the degree to which operations have
become automatic.

Level General Instructional Objectives Action Verbs

IMITATION Recognizing a given set of actions. Watching attend to listen, look at, notice,
(Perception) a series of motion. observe, view, watch

MANIPULATION Positioning self for action. Recognizing adjust, arrange, order

(Set-up) given procedures as preliminary to action. position, prepare, select

PRECISION Imitating and repeating performance of Act, demonstrate, display,

(Guided response) skilled instructor. Assuming roles or exhibit, illustrate, perform,
situations. Acting out pre-planned actions role- play, show, repeat
Demonstrating procedures and methods demonstrated skill (drill, fry,
paint, sew, type, etc.)

ARTICULATION Performing skill/task up to or exceeding Perfecting demonstrated skill

(Internalized response) established standards (drill, fry, paint, sew, type,
etc.)

NATURALIZATION Applying internalized skill to new Integrate skill into complex

(Complex response) situations and under any given actions and problem solving
circumstances.
Combining internalized skills to perform
complex operations.
The affective domain (heart) :
Here one can produce a hierarchy of objectives according to the degree to which values and attitudes have been
brought into the students consciousness and to what degree they have been internalized and become automatic.
Level General Instructional Objectives Action Verbs
RECEIVING Listening attentively, Ask, follow, listen, reply,
Showing awareness of the importance of watch
learning.
Paying close attention to the classroom
activities.

RESPONDING Performing according to received input Answer, comply, conform,

(lecture, demonstration etc.) execute, follow observe,
perform, practice, present,
show

VALUING Developing and demonstrating a preference Complete, describe,

according to outlined values and standards. differentiate, explain, form,
initiate, invite, join, justify,
propose, select, share

ORGANIZING Appreciating values and high standards in Adhere. Alter, arrange,

(Transferring) other areas. combine, compare, defend,
generalize, identify, integrate,
modify, relate, synthesize

CHARACTERIZING Displaying general awareness with regard Act, discriminate, display,

(Creating) to values and standards. influence, practice, propose,
Creating standards in which proper quality, question, revise, solve,
conditions prevail. use, verify