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The learner should benefit from development of knowledge and intellect (Cognitive Domain); attitude and beliefs (Affective Domain); and the ability to put physical and bodily skills into effect - to act (Psychomotor Domain).
Cognitive
knowledge 1. Recall data
Affective
attitude 1. Receive (awareness) 2. Respond (react) 3. Value (understand and act) 4. Organise personal value system
Psychomotor
skills 1. Imitation (copy) 2. Manipulation (follow instructions) 3. Develop Precision 4. Articulation (combine, integrate related skills)
2. Understand
3. Apply (use)
4. Analyse (structure/elements )
5. Synthesize (create/build)
6. Evaluate (assess, judge in relational terms) (Detail of Bloom's Taxonomy Domains: 'Cognitive Domain' - 'Affective Domain' - 'Psychomotor Domain') N.B. In the Cognitive Domain, levels 5 and 6, Synthesis and Evaluation, were subsequently inverted by Anderson and Krathwhol in 2001. Anderson and Krathwhol also developed a complex two-dimensional extension of the Bloom Taxonomy, which is not explained here. If you want to learn more about the bleeding edge of academic educational learning and evaluation there is a list of further references below. For most mortals in teaching and training what's on this page is probably enough to make a start, and a big difference. Note also that the Psychomotor Domain featured above is based on the domain detail established by RH Dave (who was a student of Bloom) in 1967 (conference paper) and 1970 (book). The Dave model is the simplest and generally easiest to apply in the corporate development environment. Alternative Psychomotor Domains structures have been suggested by others, notably Harrow and Simpson's models detailed below. I urge you explore the Simpson and Harrow Psychomotor Domain alternatives - especially for the development of children and young people, and for developing skills in adults that take people out of their comfort zones. This is because the Simpson and Harrow models offer different emotional perspectives and advantages, which are useful for certain learning situations, and which do not appear so obviously in the structure of the Dave model. (Back to the development of Bloom's Taxonomy.) Bloom's Taxonomy in more detailed structure follows, with more formal terminology and definitions. Refer back to the Bloom Taxonomy overview any time you need to refresh or clarify your perception of the model. It is normal to find that the extra detail can initially cloud the basic structure - which is actually quite simple - so it's helpful to keep the simple overview to hand.
cognitive domain level category or 'level' behaviour description s examples of activity to be trained, or demonstratio n and evidence to be measured 'key words' (verbs which describe the activity to be trained or measured at each
level)
multiple-choice test, recount facts or statistics, recall a process, rules, definitions; quote law or procedure arrange, define, describe, label, list, memorise, recognise, relate, reproduce, select, state explain, reiterate, reword, critique, classify, summarise, illustrate, translate, review, report, discuss, rewrite, estimate, interpret, theorise, paraphrase, reference, example use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform,
Knowledge
Comprehensio n
understand meaning, restate data in one's own words, interpret, extrapolate, translate
explain or interpret meaning from a given scenario or statement, suggest treatment, reaction or solution to given problem, create examples or metaphors
Application
use or apply knowledge, put theory into practice, use knowledge in response to real circumstances
put a theory into practical effect, demonstrate, solve a problem, manage an activity
react, respond, role-play identify constituent parts and functions of a process or concept, or deconstruct a methodology or process, making qualitative assessment of elements, relationships, values and effects; measure requirements or needs
Analysis
interpret elements, organizational principles, structure, construction, internal relationships; quality, reliability of individual components
analyse, break down, catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide
Synthesis (create/build)
develop new unique structures, systems, models, approaches, ideas; creative thinking, operations
develop plans or procedures, design solutions, integrate methods, resources, ideas, parts; create teams or new approaches, write protocols or contingencies
develop, plan, build, create, design, organise, revise, formulate, propose, establish, assemble, integrate, rearrange, modify review, justify, assess, present a case for, defend, report on, investigate, direct,
Evaluation
review strategic options or plans in terms of efficacy, return on investment or costeffectiveness, practicability; assess
critical thinking, strategic comparison and review; judgement relating to external criteria
sustainability; perform a SWOT analysis in relation to alternatives; produce a financial justification for a proposition or venture, calculate the effects of a plan or strategy; perform a detailed and costed risk analysis with recommendation s and justifications
Refresh your understanding of where this fits into the Bloom Taxonomy overview. Based on the 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl) 1956. This table is adapted and reproduced with permission from Allyn & Bacon, Boston USA, being the publishers and copyright owners of 'Taxonomy Of Educational Objectives' (Bloom et al 1956). Note that levels 5 and 6, Synthesis and Evaluation, were subsequently inverted by Anderson and Krathwhol in 2001, on which point:
for corporate and industrial training and development if 'Evaluation' is taken to represent executive or strategic assessment and decision-making, which is effectively at the pinnacle of the corporate intellect-set. I believe inversion of Synthesis and Evaluation carries a risk unless it is properly qualified. This is because the highest skill level absolutely must involve strategic evaluation; effective management especially of large activities or organisations - relies on strategic evaluation. And clearly, strategic evaluation, is by implication included in the 'Evaluation' category. I would also argue that in order to evaluate properly and strategically, we need first to have learned and experienced the execution of the strategies (ie, to have completed the synthesis step) that we intend to evaluate. However, you should feel free to invert levels 5 and 6 if warranted by your own particular circumstances, particularly if your interpretation of 'Evaluation' is non-strategic, and not linked to decision-making. Changing the order of the levels is warranted if local circumstances alter the degree of difficulty. Remember, the taxonomy is based in the premise that the degree of difficulty increases through the levels people need to learn to walk before they can run - it's that simple. So, if your situation causes 'Synthesis' to be more challenging than 'Evaluation', then change the order of the levels accordingly (ie., invert 5 and 6 like Anderson and Krathwhol did), so that you train people in the correct order.
affective domain 'key words' (verbs which describe the activity to be trained or measured at each level)
ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feel
level
category or 'level'
behaviour description s
Receive
listen to teacher or trainer, take interest in session or learning experience, take notes, turn up, make time for learning experience, participate passively participate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, question and probe ideas, suggest interpretation
Respond
react, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write,
perform decide worth and relevance of ideas, experiences; accept or commit to particular stance or action argue, challenge, debate, refute, confront, justify, persuade, criticise, build, develop, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compare act, display, influence, solve, practice,
Value
qualify and quantify personal views, state personal position and reasons, state beliefs
Based on the 'Taxonomy Of Educational Objectives: Volume 2, The Affective Domain' (Bloom, Masia, Krathwohl) 1964. See also 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl) 1956. This table is adapted and reproduced with permission from Allyn & Bacon, Boston USA, being the publishers and copyright owners of 'Taxonomy Of Educational Objectives' (Bloom et al 1956). This domain for some people can be a little trickier to understand than the others. The differences between the levels, especially between 3, 4, and 5, are subtle, and not so clear as the separations elsewhere in the Taxonomy. You will find it easier to understand if you refer back to the bloom's taxonomy learning domains at-a-glance.
level
category or 'level'
behaviour description s
Imitation
replicate
process or activity
Manipulation
Precision
perform a task or activity with expertise and to high quality without assistance or instruction; able to demonstrate an activity to other learners
Articulation
relate and combine associated activities to develop methods to meet varying, novel requirements
construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, master design, specify, manage, invent, projectmanage
Naturalizatio n
define aim, approach and strategy for use of activities to meet strategic need
Based on RH Dave's version of the Psychomotor Domain ('Developing and Writing Behavioral Objectives', 1970. The theory was first presented at a Berlin conference 1967, hence you may see Dave's model attributed to 1967 or 1970).
Refresh your understanding of where the Psychomotor Domain fits into the Bloom Taxonomy overview. It is also useful to refer to the 'Conscious Competence' model, which arguably overlays, and is a particularly helpful perspective for explaining and representing the 'Psychomotor' domain, and notably Dave's version. (The 'Conscious Competence' model also provides a helpful perspective for the other two domains - Cognitive and Affective, and for the alternative Psychomotor Domains suggested by Harrow and Simpson below.)
example, public speaking, training itself, and high-level presentation skills. The Harrow and Simpson models are also appropriate for other types of adult development. For example, teaching adults to run a difficult meeting, or make a parachute jump, will almost certainly warrant attention on sensory perception and awareness, and on preparing oneself mentally, emotionally, and physically. In such cases therefore, Simpson's or Harrow's model would be more appropriate than Dave's.
psychomotor domain (simpson) 'key words' (verbs which describe the activity to be trained or measured at each level)
level
category or 'level'
descriptio n
Perception
awareness
use and/or selection of senses to absorb data for guiding movement mental, physical or emotional preparation before experience or task imitate or follow instruction, trial and error competently respond to stimulus for action execute a complex process with expertise alter response to reliably meet varying challenges develop and execute new integrated responses and activities
Set
readiness
Guided Response
attempt
imitate, copy, follow, try make, perform, shape, complete coordinate, fix, demonstrate adjust, integrate, solve design, formulate, modify, redesign, trouble-shoot
Mechanism
basic proficiency
expert proficiency
Adaptation
adaptable proficiency
Origination
creative proficiency
Adapted and simplified representation of Simpson's Psychomotor Domain ('The classification of educational objectives in the psychomotor domain', 1972). Elizabeth Simpson seems actually to have first presented her Psychomotor Domain interpretation in 1966 in the Illinois Journal of Home Economics. Hence you may see the theory attributed to either 1966 or 1972.
psychomotor domain (harrow) 'key words' (verbs which describe the activity to be trained or measured at each level)
react, respond grasp, walk,
level
category or 'level'
descriptio n
Fundamental Movements
movement
move, perform simple action use than one ability in response to different sensory perceptions
stand, throw
Perceptual Abilities
basic response
catch, write, explore, distinguish using senses endure, maintain, repeat, increase, improve, exceed drive, build, juggle, play a musical instrument, craft express and convey feeling and meaning through movement and actions
Physical Abilities
fitness
Skilled Movements
complex operations
Non-discursive Communicatio n
Adapted and simplified representation of Harrow's Psychomotor Domain (1972). (Non-discursive means intuitively direct and well expressed.)
in conclusion
Bloom's Taxonomy is a wonderful reference model for all involved in teaching, training, learning, coaching - in the design, delivery and evaluation of these development methods. At its basic level (refresh your memory of the Bloom Taxonomy overview if helpful), the Taxonomy provides a simple, quick and easy checklist to start to plan any type of personal development. It helps to open up possibilities for
all aspects of the subject or need concerned, and suggests a variety of the methods available for delivery of teaching and learning. As with any checklist, it also helps to reduce the risks of overlooking some vital aspects of the development required. The more detailed elements within each domain provide additional reference points for learning design and evaluation, whether for a single lesson, session or activity, or training need, or for an entire course, programme or syllabus, across a large group of trainees or students, or a whole organisation. And at its most complex, Bloom's Taxonomy is continuously evolving, through the work of academics following in the footsteps of Bloom's early associates, as a fundamental concept for the development of formalised education across the world. As with so many of the classical models involving the development of people and organisations, you actually have a choice as to how to use Bloom's Taxonomy. It's a tool - or more aptly - a toolbox. Tools are most useful when the user controls them; not vice-versa. Use Bloom's Taxonomy in the ways that you find helpful for your own situation.
A taxonomy of the psychomotor domain: A guide for developing behavioral objectives. AJ Harrow, 1972 A comprehensive framework for instructional objectives: A guide to systematic planning and evaluation. Hannah and Michaelis, 1977 A conceptual framework for educational objectives: A holistic approach to traditional taxonomies. AD Hauenstein, 1988 Bloom's Taxonomy: A Forty-Year Retrospective. Anderson & Sosniak, 1994 Benjamin Bloom 1913-99 . A paper by Prof. Elliot W Eisner, 2000. (UNESCO: International Bureau of Education.) A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. Anderson, Krathwohl et al. 2001 Designing a new taxonomy of educational objectives, RJ Marzano, 2001
the reference. The URL is http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm The website is www.businessballs.com. My name is Alan Chapman. The free use of these materials is for teaching and study purposes and does not extend to publication in any form. Allyn & Bacon, Boston USA, are publishers and copyright owners of 'Taxonomy Of Educational Objectives' (Bloom et al 1956), and seem to be the most significant point of contact for publishing permission of the Bloom Taxonomy tables, although their interests do not extend to all of the the precise interpretations or the explanatory/contextual materials on this page.