Bloom’s taxonomy is a set of three hierarchical models used to classify educational learning
objectives into levels of complexity and specificity.
The three lists cover the learning objectives in Cognitive (knowledge-based
goals), Affective (values, attitudes, and interests) and Psycho motor domains (skills/action-based
goals).
Within each taxonomy, levels of expertise are listed in order of
increasing complexity. The cognitive domain list has been the primary
focus of most traditional education and is frequently used to structure
curriculum learning objectives, assessments and activities.
The major idea of the taxonomy is that what educators want students
to know (encompassed in statements of educational objectives) can be
arranged in a hierarchy from less to more complex. The levels are
understood to be successive, so that one level must be mastered
before the next level can be reached.
It includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories of cognitive processes, starting from the simplest to the most complex.
- Knowledge (Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned)
- Comprehension(Student translates, comprehends, or interprets information based on prior learning)
- Application (Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction)
- Analysis (Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question)
- Synthesis (Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her)
- Evaluation (Student appraises, assesses, or critiques on a basis of specific standards and criteria)
Affective domain (Emotion based): It includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.
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. Receiving is about the student’s memory and recognition as well.
- 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. The student associates a value or some values to the knowledge they acquired.
- 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 at this level tries to build abstract knowledge.
Psychomotor Domain (Action based) :
It includes physical movement, 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. Simpson (1972) built this taxonomy on the work of Bloom and others:
- Perception – Sensory cues guide motor activity.
- Set – Mental, physical, and emotional dispositions that make one respond in a certain way to a situation.
- Guided Response – First attempts at a physical skill. Trial and error coupled with practice lead to better performance.
- Mechanism – The intermediate stage in learning a physical skill. Responses are habitual with a medium level of assurance and proficiency.
- Complex Overt Response – Complex movements are possible with a minimum of wasted effort and a high level of assurance they will be successful.
- Adaptation – Movements can be modified for special situations.
- Origination – New movements can be created for special situations.
Harrow (1972) developed this taxonomy. It is organized according to the degree of coordination including involuntary responses and learned capabilities:
- Reflex movements – Automatic reactions.
- Basic fundamental movement – Simple movements that can build to more complex sets of movements.
- Perceptual – Environmental cues that allow one to adjust movements.
- Physical activities – Things requiring endurance, strength, vigor, and agility.
- Skilled movements – Activities where a level of efficiency is achieved.
- Non-discursive communication – Body language.
Dave (1970) developed this taxonomy:
- Imitation – Observing and copying someone else.
- Manipulation – Guided via instruction to perform a skill.
- Precision – Accuracy, proportion and exactness exist in the skill performance without the presence of the original source.
- Articulation – Two or more skills combined, sequenced, and performed consistently.
- Naturalization – Two or more skills combined, sequenced, and performed consistently and with ease. The performance is automatic with little physical or mental exertion.
