Bloom's Taxonomy is a classification of learning objectives within education.

It refers to a classification of the different objectives that educators set for students (learning
objectives). The taxonomy was first presented in 1956 through the publication The Taxonomy of
Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive
Domain, by Benjamin Bloom (editor), M. D. Englehart, E. J. Furst, W. H. Hill, and David
Krathwohl. It is considered to be a foundational and essential element within the education
community as evidenced in the 1981 survey Significant writings that have influenced the
curriculum: 1906-1981, by H. G. Shane and the 1994 yearbook of the National Society for the
Study of Education.

A great mythology has grown around the taxonomy, possibly due to many people learning about
the taxonomy through second hand information. Bloom himself considered the Handbook, "one
of the most widely cited yet least read books in American education".[1]

Contents
[hide]
 1 Domains
 2 Affective
 3 Psychomotor
 4 Cognitive
 5 See also
 6 Notes

 7 References

[edit] Domains
Key to understanding the taxonomy and its revisions, variations, and addenda over the years is
an understanding that the original Handbook was intended only to focus on one of the three
domains (as indicated in the domain specification in title), but there was expectation that
additional material would be generated for the other domains (as indicated in the numbering of
the handbook in the title). Bloom also considered the initial effort to be a starting point, as
evidenced in a memorandum from 1971 in which he said, "Ideally each major field should have
its own taxonomy in its own language - more detailed, closer to the special language and
thinking of its experts, reflecting its own appropriate sub-divisions and levels of education, with
possible new categories, combinations of categories and omitting categories as appropriate."[2]

Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor,
and Cognitive. Within the taxonomy learning at the higher levels is dependent on having attained
prerequisite knowledge and skills at lower levels (Orlich, et al. 2004). A goal of Bloom's
Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form
of education.

[edit] Affective
Skills in the affective domain describe the way people react emotionally and their ability to feel
another living thing's pain or joy. Affective objectives typically target the awareness and growth
in attitudes, emotion, and feelings.

There are five levels in the affective domain moving through the lowest order processes to the
highest:

Receiving
The lowest level; the student passively pays attention. Without this level no learning can
occur.
Responding
The student actively participates in the learning process, not only attends to a stimulus;
the student also reacts in some way.
Valuing
The student attaches a value to an object, phenomenon, or piece of information.
Organizing
The student can put together different values, information, and ideas and accommodate
them within his/her own schema; comparing, relating and elaborating on what has been
learned.
Characterizing
The student holds a particular value or belief that now exerts influence on his/her
behaviour so that it becomes a characteristic.

[edit] Psychomotor
Skills in the psychomotor domain describe the ability to physically manipulate a tool or
instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or
development in behavior and/or skills.

Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but
since then other educators have created their own psychomotor taxonomies.[3]

[edit] Cognitive
Categories in the cognitive domain of Bloom's Taxonomy (Anderson & Krathwohl, 2001)

Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking
of a particular topic. Traditional education tends to emphasize the skills in this domain,
particularly the lower-order objectives.

There are six levels in the taxonomy, moving through the lowest order processes to the highest:

Knowledge
Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts
and answers
 Knowledge of specifics - terminology, specific facts
 Knowledge of ways and means of dealing with specifics - conventions, trends and
sequences, classifications and categories, criteria, methodology
 Knowledge of the universals and abstractions in a field - principles and
generalizations, theories and structures

Questions like: What are the health benefits of eating apples?

Comprehension
Demonstrative understanding of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptions, and stating main ideas
 Translation
 Interpretation
 Extrapolation

Questions like: Compare the health benefits of eating apples vs. oranges.

Application
Using new knowledge. Solve problems to new situations by applying acquired
knowledge, facts, techniques and rules in a different way

Questions like: Which kinds of apples are best for baking a pie, and why?

Analysis
Examine and break information into parts by identifying motives or causes. Make
inferences and find evidence to support generalizations
 Analysis of elements
 Analysis of relationships
 Analysis of organizational principles

Questions like: List four ways of serving foods made with apples and explain which ones have
the highest health benefits. Provide references to support your statements.

Synthesis
 Compile information together in a different way by combining elements in a new pattern
or proposing alternative solutions
 Production of a unique communication
 Production of a plan, or proposed set of operations
 Derivation of a set of abstract relations

Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing
your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the
original ones.

Evaluation
Present and defend opinions by making judgments about information, validity of ideas or
quality of work based on a set of criteria
 Judgments in terms of internal evidence
 Judgments in terms of external criteria

Questions like: Do you feel that serving apple pie for an after school snack for children is
healthy? Why or why not?

Some critiques of Bloom's Taxonomy's (cognitive domain) admit the existence of these six
categories, but question the existence of a sequential, hierarchical link.[4] Also the revised edition
of Bloom's taxonomy has moved Synthesis in higher order than Evaluation. Some consider the
three lowest levels as hierarchically ordered, but the three higher levels as parallel. Others say
that it is sometimes better to move to Application before introducing concepts[citation needed]. This
thinking would seem to relate to the method of problem-based learning