Taxonomy of Educational Objectives is a useful guide for developing a

comprehensive list of instructional objectives. A taxonomy is primarily useful in

identifying the types of learning outcomes that should be considered when developing a
comprehensive list of objectives for classroom instruction.

The Taxonomy of Educational Objectives, known as Bloom's Taxonomy (Bloom,

Engelhart, Furst, & Krathwohl, 1956) is one of the most recognized learning theories in
the field of education.

Bloom's Taxonomy comprises three learning domains: the cognitive, affective, and
psychomotor, and assigns to each of these domains a hierarchy that corresponds to
different levels of learning.

1. Cognitive Domain called for outcomes of mental activity such as memorizing,

reading problem solving, analyzing, synthesizing and drawing conclusions.

(Bloom et.al, 1956).

2. Affective Domain describes learning objectives that emphasize a feeling tone, an

emotion, or a degree of acceptance or rejection. Affective objectives vary from simple
attention to selected phenomena to complex but internally consistent qualities of
character and conscience. We found a large number of such objectives in the literature
expressed as interests, attitudes, appreciations, values, and emotional sets or biases
(Krathwohl et al., 1964 as cited by Esmane, 2011). It refers to the persons’

awareness and internalization of objects and simulations, it focus on the emotions of the
learners.

3. Psychomotor Domain is characterized by the progressive levels of behaviors from

observation to mastery of physical skills (Simpson, 1972 as cited by Esmane, 2011).

This includes physical movements, coordination, and use of the motor-skill areas.
Development of these skills requires practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution. It focused on the physical and
kinesthetic skills of the learner. This domain is characterized by the progressive levels of
behaviors from observation to mastery of physical skills.
COGNITIVE DOMAIN
Bloom’s taxonomy of cognitive domain is arranged according to the lowest level to
the highest level. Knowledge as the lowest level followed by comprehension, analysis,
application, synthesis and evaluation as the highest level.

1. Knowledge recognizes students’ ability to use rote memorization and recall certain
facts. Test questions focus on identification and recall information.

Cite, define, identify, label, list, match, name, recognize, reproduce, select, state

At the end of the topic, the students should be able to identify the different steps in
testing hypothesis.

What are the different steps in testing hypothesis?

2. Comprehension involves students’ ability to read course content, interpret important

information and put other’s ideas into words. Test questions should focus on the use of
facts, rule and principles.

Classify, convert, describe, distinguish between, give examples, interpret

summarize
Instructional objective:
At the end of the lesson, the students should be able to summarize ,the main
events of the story INVICTUS in grammatically correct English.
Test Item:
Summarize the main events in the story INVICTUS in grammatically correct
English.

3.Application students take new concepts and apply them to new situation. Test
questions focus on applying facts and principles.
Sample verbs of stating specific learning outcomes:
Apply, arrange, compute, construct, demonstrate, discover, extend, operate, predict
relate, show, solve, use
Instructional objective:
At the end of the lesson the students should be able to write a short poem in
iambic pentameter.
Test Item:
Write short poem in iambic pentameter

4.Analysis students have the ability to take new information and break it down into
parts and differentiate between them. The test questions focus on separation of a whole
into component parts.
Samples verbs of stating specific learning outcomes:
Analysis, associate, determine, diagram, differentiate, discriminate, distinguish,
estimate, point out, infer, outline, separate
Instructional objectives:
At the end of the lesson, the students should be able to describe the statistical
tools needed in testing the difference between two means
Test Item:
What kind of statistical test would you, run to see if there is a significant different
between pre-test and post-test?

5.Synthesis students re able to take various pieces of information and dorm a whole
creating a pattern where one did not previously exist. Test question focuses on combining
new ideas to from a new whole.
Sample verbs of stating specific learning outcomes:
Combine, compile, compose, construct, create, design, develop, devise, formulate,
integrate, modify, revise, rewrite, tell, write
Instructional objectives:
At the end of the lesson, the students should be able to compare and contrast the
two types of error.
Test Item:
What is the difference between type I and Type II error?
6. Evaluation involves students’ ability to look at someone else’ or principles and the
worth of the work and the value of the conclusion.

Sample verbs of stating specific leaning outcomes:

Appraise, assess, compare, conclude, contrast, criticize, evaluate, judge, justify,
support

Instructional objectives:
At the end of the lesson, the students should be able to conclude the relationship
between two means.
Test Item:
What should the researcher conclude about the relationship in the population?

AFFECTIVE DOMAIN
The affective domain includes objectives pertaining to attitudes, appreciations,
values, and emotions.
LEVEL OF AFFECTIVE DOMAIN
Level 1 :Receiving
Refers to being aware of or sensitive to the existence of certain ideas,
materials, or phenomena and being able to tolerate them. The learners are willing to listen.
Example :
Listens to the ideas of others with respect.
Sample verbs appropriate for objectives written at the receiving level: masks,
choose, describes, follows, gives, holds, identifies, locates, names, points to,
selects, sits, erects, replies, uses
Level 2: Responding
Refers to the commitment in some measure to the ideas, materials, or
phenomena involved by actively responding to them. It answers question about ideas.
The learning outcomes emphasize compliance in responding, willingness to respond, or
satisfaction in responding. The learners are willing to participate.
Example :
Participates in class discussions actively.
Sample verbs appropriate for objectives written at the receiving level:
answers, assists, aids, complies, conforms, discusses, greets, helps, labels,
performs, practices, presents, reads, recites, reports, selects, tells, writes
Level 3: Valuing
Refers to the willingness to be perceived by others as valuing certain ideas,
materials, phenomenon or behavior. It is based on the internalization of a set of specified
values, while clues to these values are expressed in the learner’s overt behavior and are
often identifiable. This ranges from simple acceptance to the more complex state of
commitment. The learners are willing to be involved.
Example :
Demonstrates belief in the democratic process.
Sample verbs appropriate for objectives written at the receiving level:
completes, demonstrates, differentiates, explains, follows, forms, initiates,
invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works

Level 4: Organization
Refers to the ability to relate the value to those already held and bring it into a
harmonious and internally consistent philosophy. Commits to using ideas and
incorporate them to different activities. It emphasizes on comparing, relating, and
synthesizing values. The learners are willing to be an advocate.
Example :
Explains the role of systematic planning in solving problems.
Prioritizes time effectively to meet the needs of the organization, family, and self,.
Sample verbs appropriate for objectives written at the receiving level:
adheres, alters, arranges, combines, compares, completes, defends, explains,
formulates, generalizes, identifies, integrates, modifies, orders, organizes,
prepares, relates, synthesizes

Level 5: Characterization by value or value set

Incorporate ideas completely into practice, recognized by the use of them. The value
system that controls their behavior. Instructional objectives are concerned with the
student’s general patterns of adjustment such as personal, social, and emotional. The
learners are willing to change one’s behavior, lifestyle, or way of life

Example :
Shows self-reliance when working independently.
Values people for what they are, not how they look.
Sample verbs appropriate for objectives written at the receiving level:
acts, discriminates, displays, influences, listens, modifies, performs, practices,
proposes, qualifies, questions, revises, serves, solves, verifies

PSYCOMOTOR DOMAIN
The seven major categories are listed from the simplest behavior to the most
complex. The Psychomotor Domain includes objectives that requires basic motor skills
and/ or physical movement such as construct, kick or ski.

Level of Psychomotor Domain

Level Definition Example
1. Perception The ability to use sensory cues Examples:
to guide motor activity. This Detects nonverbal communication
ranges from sensory cues.
stimulation, through cue
selection, to translation Estimate where a ball will land
after it is thrown and then moving
to the correct locations= to catch
the ball.

Sample verbs appropriate for

objectives written at the
perception level: closes,
describes, detects, differentiates,
distinguishes, identifies, isolates,
relates, selects

2. Set Readiness to act. It includes Examples:

mental,physical,and emotional Recognizes one’s abilities and
sets. These three sets are limitations. Shows desire to learn
dispositions that predetermine a new process (motivation).
a person’s response to different Note: this subdivision of
situations (sometimes called Psychomotor domain is closely
mindsets). related to the “responding to
phenomena” subdivision of the
Affective domain.
Sample verbs appropriate for
objectives written at the set
level: begins, displays, explains,
moves, proceeds, reacts, shoes,
states, volunteers

3. Guided The early stages in learning a Examples:

Response complex skill that includes Performs a mathematical equation
imitation and trial and error. as demonstrated.
Adequacy of performance is
achieved by practicing. Follow instructions to build a
model.
 Sample verbs appropriate fro
objectives written at the guided
response level: copies, traces,
follows, reacts, reproduces,
responds

4. Mechanism This is the intermediate stage Examples:

in learning a complex skill. Uses a personal computer.
Learned responses have
become habitual and the Repairs a leaking faucet.
movements can be performed
with some confidence and Drives a car.
proficiency.
Sample verbs appropriate
objectives written at the
mechanism level: assembles,
calibrates, constructs, dismantles,
displays, fastens, fixes, grinds,
heats, manipulates, measures,
mends, mixes, organizes, sketches
5. Complex The skillful performance of Examples:
Overt motor and acts that involves Operates a computer quickly and
Response complex movement patters. accurately.
Proficiency is indicated by a
quick, accurate, and highly Displays competence while
coordinated performance, playing the piano.
requiring a minimum of energy.
This category includes Samples verbs appropriate for
performing without hesitation, objectives written at the
and automatic performance. complex overt response level:
For example, players often assembles, builds, calibrates,
utter sounds of satisfaction or constructs, dismantles, displays,
expletives as soon as they hit a fasten, fixes, grinds, heats,
tennis ball or throw a football, manipulates, measures, mends,
because they can tell by the fell mixes, organizes, sketches
of the act what the result will
produce. Note: the key words are the same
as mechanism, but will have
adverbs or adjectives that
indicate that the performance is
quicker, better, more accurate,
etc.

6. Adaption Skills are well developed and Examples:

the individual can modify Responds effectively to
movement patterns to fit unexpected experiences.
special requirements.
Modifies instruction to meet the
needs of the learners.
 Samples verbs appropriate for
objectives written at the
adaption level: adapts, alters,
changes, rearranges, reorganizes,
revises, varies

7. Origination Creating new movement Examples:

patterns to fit a particular Creates a new gymnastic routine.
situation or specific problem.
Learning outcomes emphasize Sample verbs appropriate for
creativity based upon highly objectives written at the
developed skills. origination level: arranges,
builds, combines, composes,
constructs, creates, designs,
initiates, makes, originates

OTHER PSYCHOMOTOR DOMAINS

Aside from the discussion of Simpson (1972) about the psychomotor domain, there
are two other popular versions commonly used by educators. The works of Dave, R. H.
(1975) and Harrow, Anita (1972) and Kubiszyn and Borich (2007) were discussed below.

Level Definition Example

Imitation Observing and patterning Copying a work of art
behavior after someone
else. Performance may be
of low quality
Manipulation Being able to perform Creating work on one’s own,
certain actions by following after taking lessons, or
instructions and reading about it
practicing.
Precision Refining, becoming more Working and reworking
exact. Few errors are something, so it will be “just
apparent right”
Articulation Coordinating a series of Producing a video that
actions, achieving harmony involves music, drama,
and internal consistency. color, sound, etc.
Naturalization Having high level Michael Jordan playing
performance become basketball, Nancy Lopez
natural, without needing to hitting a go0ld ball, etc.
think much about it.
Harrow’s (1972), Kubisxyn and Borich (2007)

Level Definition Example

Reflex movements Reactions that are not Flexion, extension, stretch,
learned. postural adjustment
Fundamental movements Inherent movement Basic movements such as
patterns which are formed walking, grasping, twisting,
by combinations of reflex manipulating
movements, the basis for
complex skilled
movements.
Perception Response to stimuli such Coordinated movements
as visual, auditory, such as jumping rope,
kinesthetic, or tactile punting, catching
discrimination.
Physical abilities Stamina that must be Muscular exertion, quick
developed for further precise movement
development such as
strength and agility.
Skilled movements Advanced learned Skilled activities in sports,
movements as one would recreation and dance
find in sports or acting.
No discursive Effective body language, Body postures, gestures,
communication such as gestures and facial facial expressions efficiently
expressions. executed in skilled and
dance movements and
choreographies
 Lorin Anderson, a former student of Bloom, and David Krathwohl (2001) updated
and revised the Bloom’s taxonomy reflecting relevance to 21st century work for both
students and teachers. These changes can be divided into three broad categories;

Terminology — Anderson modified the original terminology by changing Bloom’s

taxonomy categories from nouns to verbs. Anderson renamed the knowledge category into
remembering, comprehension into understanding and synthesis into creating categories.

Structure — Anderson also changed the order of synthesis and placed it at the top of the
triangle under the name of Creating.

Emphasis — Anderson also considered two dimensions in the revised Bloom’s taxonomy
which they represented as ‘Knowledge’ and ‘Cognitive Processes’ in the knowledge matrix.
According to Anderson and Krathwohl (2001), The two dimensions are:

Knowledge Dimension (or the kind of knowledge to be learned) and

Cognitive Process Dimension (or the cognitive processes to be used in acquiring
knowledge).

Levels of Knowledge Dimension

The first three of these levels were identified in the original work, but rarely discussed or
introduced when initially discussing uses for the taxonomy. Metacognition was added in
the revised version.
1. Factual Knowledge
Factual Knowledge is knowledge that is basic to specific disciplines. This dimension refers
to essential facts, terminology, details or elements students must know or be familiar with
in order to understand a discipline or solve a problem in it.

2.Conceptual Knowledge
Conceptual Knowledge is knowledge of classifications, principles, generalizations, theories,
models, or structures pertinent to a particular disciplinary area. The interrelationships
among the basic elements within a larger structure that enable them to function together.
3. Procedural Knowledge
Procedural Knowledge refers to information or knowledge that helps students to do
something specific to a discipline, subject, or area of study. It also refers to methods of
inquiry, very specific or finite skills, algorithms, techniques, and particular methodologies.

4. Metacognitive Knowledge
Metacognitive Knowledge is the awareness of one’s own cognition and particular cognitive
processes. It is strategic or reflective knowledge about how to go about solving problems,
cognitive tasks, to include contextual and conditional knowledge and knowledge of self.
Knowledge of cognition in general, as well as awareness and knowledge of one’s own
cognition.

Levels of Cognitive Process Dimension (Cognitive Domain)

The new terms which are defined in revised Bloom’s taxonomy and the related key words
and examples are;

1. Remembering
Remembering involves recognizing or recalling knowledge from memory.
Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or
to recite previously learned information.

Key Words (Verbs) — Defines, Describes, Identifies, Knows, Labels, Lists, Matches,
Names, Outlines, Recalls, Recognizes, Reproduces, Selects, States.

Examples (Learning Objectives) — The student will be able to; Recite a policy. Quote
prices from memory to a customer. Recite the safety rules.

2. Understanding
Understanding involves constructing meaning from different types of functions be
they written or graphic messages, or activities like interpreting, exemplifying, classifying,
summarizing, inferring, comparing, or explaining.

Key Words (Verbs) — Comprehends, Converts, Defends, Distinguishes, Estimates,

Explains, Extends, Generalizes, Gives an example, Infers, Interprets, Paraphrases,
Predicts, Rewrites, Summarizes, Translates.
Examples (Learning Objectives) — The student will be able to; Rewrite the principles of
test writing. Explain in one’s own words the steps for performing a complex task.
Translate an equation into a computer spreadsheet.

3. Applying
Applying involves carrying out or using a procedure through executing, or
implementing. Applying relates to or refers to situations where learned material is used
through products like models, presentations, interviews or simulations.

Key Words (Verbs) — Applies, Changes, Computes, Constructs, Demonstrates, Discovers,

Manipulates, Modifies, Operates, Predicts, Prepares, Produces, Relates, Shows, Solves,
Uses.

Examples (Learning Objectives) — The student will be able to; Use a manual to calculate
an employee’s vacation time. Apply laws of statistics to evaluate the reliability of a written
test.

4. Analyzing
Analyzing involves breaking materials or concepts into parts, determining how the
parts relate to one another or how they interrelate, or how the parts relate to an overall
structure or purpose. Mental actions included in this function are differentiating,
organizing, and attributing, as well as being able to distinguish between the components
or parts. When one is analyzing, he/she can illustrate this mental function by creating
spreadsheets, surveys, charts, or diagrams, or graphic representations.

Key Words (Verbs) — Analyzes, Breaks down, Compares, Contrasts, Diagrams,

Deconstructs, Differentiates, Discriminates, Distinguishes, Identifies, Illustrates, Infers,
Outlines, Relates, Selects, Separates.

Examples (Learning Objectives) — The student will be able to; Troubleshoot a piece of
equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers
information from a department and selects the required tasks for training.
5. Evaluating
Evaluating involves making judgments based on criteria and standards through
checking and critiquing. Critiques, recommendations, and reports are some of the
products that can be created to demonstrate the processes of evaluation. In the newer
taxonomy, evaluating comes before creating as it is often a necessary part of the
precursory behavior before one creates something.

Key Words (Verbs) — Appraises, Compares, Concludes, Contrasts, Criticizes, Critiques,

Defends, Describes, Discriminates, Evaluates, Explains, Interprets, Justifies, Relates,
Summarizes, Supports.

Examples (Learning Objectives) — The student will be able to; Select the most effective
solution. Hire the most qualified candidate. Explain and justify a new budget.

6. Creating
Creating involves putting elements together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure through generating, planning, or
producing. Creating requires users to put parts together in a new way, or synthesize parts
into something new and different thus creating a new form or product. This process is the
most difficult mental function in the new taxonomy.

Key Words (Verbs) — Categorizes, Combines, Compiles, Composes, Creates, Devises,

Designs, Explains, Generates, Modifies, Organizes, Plans, Rearranges, Reconstructs,
Relates, Reorganizes, Revises, Rewrites, Summarizes, Tells, Writes.

Examples (Learning Objectives) — The student will be able to; Write a company
operations or process manual. Design a machine to perform a specific task. Integrates
training from several sources to solve a problem. Revises and process to improve the
outcome.