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    Blooms Taxonomy

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    Alexis Roy Gajilomo
    The document outlines Bloom's Taxonomy of the Cognitive Domain which categorizes learning objectives into six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It also describes the Affective Domain which categorizes affective learning objectives into five levels from highest to lowest order: Characterization, Organization, Valuing, Responding, and Receiving. Finally, it lists levels of the Psychomotor Domain from highest to lowest order: Naturalization and Articulation.

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    Blooms Taxonomy

    Uploaded by

    Alexis Roy Gajilomo
    29 views3 pages
    The document outlines Bloom's Taxonomy of the Cognitive Domain which categorizes learning objectives into six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It also describes the Affective Domain which categorizes affective learning objectives into five levels from highest to lowest order: Characterization, Organization, Valuing, Responding, and Receiving. Finally, it lists levels of the Psychomotor Domain from highest to lowest order: Naturalization and Articulation.

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    The document outlines Bloom's Taxonomy of the Cognitive Domain which categorizes learning objectives into six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It also describes the Affective Domain which categorizes affective learning objectives into five levels from highest to lowest order: Characterization, Organization, Valuing, Responding, and Receiving. Finally, it lists levels of the Psychomotor Domain from highest to lowest order: Naturalization and Articulation.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    29 views3 pages

    Blooms Taxonomy

    Uploaded by

    Alexis Roy Gajilomo
    The document outlines Bloom's Taxonomy of the Cognitive Domain which categorizes learning objectives into six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It also describes the Affective Domain which categorizes affective learning objectives into five levels from highest to lowest order: Characterization, Organization, Valuing, Responding, and Receiving. Finally, it lists levels of the Psychomotor Domain from highest to lowest order: Naturalization and Articulation.

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    © All Rights Reserved
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    Bloom’s Taxonomy of the Cognitive Domain

    SAMPLE
    LEVEL (Low to Hi) DEFINITION ACTION VERBS
    BEHAVIORS
    Write List
    Learner recalls or Label Name
    recognizes information, State Define The student will define
    ideas, and principles in Describe Outline the 6 levels of Bloom's
    KNOWLEDGE the approximate form in Identify Recall taxonomy of the
    which they were Label Recite cognitive domain.
    learned. List Select
    Match State

    Explain Summarize
    Paraphrase Describe
    Learner translates, Illustrate Convert The student will explain
    comprehends, or Generalize Extend the purpose of Bloom's
    COMPREHENSION interprets information Discriminate Defend taxonomy of the
    based on prior learning. Infer Distinguish cognitive domain.
    Paraphrase Estimate
    Predict Summarize

    Use Compute
    Learner selects, Solve Demonstrate
    transfers, and uses data Apply Construct The student will
    and principles to Change Organize write an instructional
    APPLICATION complete a problem or Prepare Demonstrate objective for each level
    task with a minimum of Relate Develop of Bloom's taxonomy.
    direction. Solve Modify
    Transfer Operate

    Analyze Categorize
    Learner distinguishes, Compare Contrast
    classifies, and relates the Separate Break down The student will
    assumptions, Infer Deduce compare and contrast
    ANALYSIS hypotheses, evidence, or Outline Diagram the cognitive and
    structure of a statement Point out Differentiate affective domains.
    or question. Relate Distinguish
    Illustrate Subdivide

    The student will design


    Create Design
    Learner originates, a classification scheme
    Hypothesize Invent
    integrates, and combines for writing educational
    Develop Categorize
    SYNTHESIS ideas into a product,
    Devise Compile
    objectives that combines
    plan or proposal that is the cognitive, affective,
    Formulate Compose
    new to him or her. and psychomotor
    Predict Produce
    Domains.

    Judge Recommend
    Learner appraises, Critique Justify The student will judge
    assesses, or critiques on Appraise Compare the effectiveness of
    EVALUATION a basis of specific Contrast Support writing objectives using
    standards and criteria. Criticize Validate Bloom's taxonomy.
    Defend
    Affective Domain

    LEVEL (High to Low) DESCRIPTION ACTION VERBS

    All behavior displayed is consistent with


    one’s value system. Values are integrated
    into a pervasive philosophy that never allows Avoid Display
    expressions that are out of character with Exhibit Internalize
    CHARACTERIZATION those values. Evaluation at this level Manage Require
    involves the extent to which one has Resist Resolve
    developed a consistent philosophy of life Revise
    (e.g., exhibits respect for the worth and
    dignity of human beings in all situations).

    Commitment to a set of values. This level


    involves (a) forming a reason why one
    Abstract Formulate
    values certain things and not others, and (b)
    Balance Select
    making appropriate choices between things
    ORGANIZATION Compare Systemize
    that are and are not valued. One is expected
    Decide Theorize
    to organize likes and preferences into a value
    Define
    system and then to decide which ones will be
    dominant.

    Display behavior consistent with a single


    Act Express
    belief or attitude in situations where one is
    Argue Help
    neither forced nor asked to comply. One is
    VALUING expected to demonstrate a preference or
    Convince Organize
    Debate Prefer
    display a high degree of certainty and
    Display
    conviction.

    One is required to comply with given Applaud Participate


    expectations by attending or reacting to Comply Play
    RESPONDING certain stimuli. One is expected to obey, Discuss Practice
    participate, or respond willingly when asked Follow Volunteer
    or directed to do something. Obey

    Attend Listen
    One is expected to be aware of or to
    Be aware Look
    passively attend to certain stimuli or
    RECEIVING phenomena. Simply listening and being
    Control Notice
    Discern Share
    attentive are the expectations.
    Hear
    Psychomotor behaviors
    Performed actions that are neuromuscular in nature and demand certain levels of physical dexterity.

    LEVEL (High to low) DESCRIPTION ACTION VERBS


    Automatically With ease
    High level of proficiency is necessary. The
    Effortlessly Naturally
    behavior is performed with the least
    NATURALIZATION With perfection
    expenditure of energy, becomes routine,
    Professionally With poise
    automatic, and spontaneous.
    Routinely Spontaneously

    Confidence Smoothness
    Requires the display of coordination of a series
    Coordination Speed
    of related acts by establishing the appropriate
    ARTICULATION Harmony Stability
    sequence and performing the acts accurately,
    Integration Timing
    with control as well as with speed and timing.
    Proportion

    Requires performance of some action


    independent of either written instructions or a Accurately Proficiently
    visual model. One is expected to reproduce an Errorlessly With balance
    PRECISION
    action with control and to reduce errors to a Independently
    minimum. With control

    Performance of an action with written or


    verbal directions but without a visual model or
    direct observation. The action may be
    Align Place
    performed crudely or without neuromuscular
    Balance Repeat
    coordination at this stage. Notice that the
    MANIPULATION Follow Rest (on)
    action verbs are the same as those for the
    Grasp Step (here)
    imitation stage. The difference is that these
    Hold
    actions are performed with the aid of written
    and verbal instruction, not visual
    demonstration.

    Align Place
    The learner observes and then imitates an
    Balance Repeat
    action. These behaviors may be crude and
    IMITATION Follow Rest (on)
    imperfect. The expectation that the individual
    Grasp Step (here)
    is able to watch and then repeat an action.
    Hold

    Writing Learning Objectives

    http://www.park.edu/cetl/quicktips/writinglearningobj.html

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