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Benjamin Bloom's Taxonomy of Learning Domains - Cognitive, Affective, Psychomotor Domains - design and evaluation toolkit for training and learning
Bloom's Taxonomy, (in full: 'Bloom's Taxonomy of Learning Domains', or strictly speaking: Bloom's 'Taxonomy Of Educational Objectives') was initially (the first part) published in 1956 under the leadership of American academic and educational expert Dr Benjamin S Bloom. 'Bloom's Taxonomy' was originally created in and for an academic context, (the development commencing in 1948), when Benjamin Bloom chaired a committee of educational psychologists, based in American education, whose aim was to develop a system of categories of learning behaviour to assist in the design and assessment of educational learning. Bloom's Taxonomy has since been expanded over many years by Bloom and other contributors (notably Anderson and Krathwhol as recently as 2001, whose theories extend Bloom's work to far more complex levels than are explained here, and which are more relevant to the field of academic education than to corporate training and development). Where indicated Bloom's Taxonomy tables are 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). Most corporate trainers and HR professionals, coaches and teachers, will benefit significantly by simply understanding the basics of Bloom's Taxonomy, as featured below. (If you want to know more, there is a vast amount of related reading and references, listed at the end of this summary explanation.) Bloom's Taxonomy was primarily created for academic education, however it is relevant to all types of learning. Interestingly, at the outset, Bloom believed that education should focus on 'mastery' of subjects and the promotion of higher forms of thinking, rather than a utilitarian approach to simply transferring facts. Bloom demonstrated decades ago that most teaching tended to be focused on fact-transfer and information recall - the lowest level of training - rather than true meaningful personal development, and this remains a central challenge for educators and trainers in modern times. Much corporate training is also limited to non-participative, unfeeling knowledge-transfer, (all those stultifyingly
boring powerpoint presentations...), which is reason alone to consider the breadth and depth approach exemplified in Bloom's model. You might find it helpful now to see the Bloom Taxonomy overview. Did you realise there were all these potential dimensions to training and learning?
relevant to the planning and design of: school, college and university education, adult and corporate training courses, teaching and lesson plans, and learning materials; they also serve as a template for the evaluation of: training, teaching, learning and development, within every aspect of education and industry. If you are involved in the design, delivery or evaluation of teaching, training, courses, learning and lesson plans, you should find Bloom's Taxonomy useful, as a template, framework or simple checklist to ensure you are using the most appropriate type of training or learning in order to develop the capabilities required or wanted. Training or learning design and evaluation need not cover all aspects of the Taxonomy - just make sure there is coverage of the aspects that are appropriate. As such, if in doubt about your training aims - check what's possible, and perhaps required, by referring to Bloom's Taxonomy.
Bloom's Taxonomy provides an excellent structure for planning, designing, assessing and evaluating training and learning effectiveness. The model also serves as a sort of checklist, by which you can ensure that training is planned to deliver all the necessary development for students, trainees or learners, and a template by which you can assess the validity and coverage of any existing training, be it a course, a curriculum, or an entire training and development programme for a large organisation. It is fascinating that Bloom's Taxonomy model (1956/64) and Kirkpatrick's learning evaluation model (1959) remain classical reference models and tools into the 21st century. This is because concepts such as Bloom's Taxonomy, Kirkpatrick's model, Maslow's Hierarchy of Needs, Mcgregor's XY Theory, The SWOT analysis model, and Berne's Transactional Analysis theory, to name a few other examples, are timeless, and as such will always be relevant to the understanding and development of people and organisations.
In each of the three domains Bloom's Taxonomy is based on the premise that the categories are ordered in degree of difficulty. An important premise of Bloom's Taxonomy is that each category (or 'level') must be mastered before progressing to the next. As such the categories within each domain are levels of learning development, and these levels increase in difficulty. The simple matrix structure enables a checklist or template to be constructed for the design of learning programmes, training courses, lesson plans, etc. Effective learning - especially in organisations, where training is to be converted into organisational results - should arguably cover all the levels of each of the domains, where relevant to the situation and the learner. 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).
knowledge
attitude
skills
1. Recall data
1. Receive (awareness)
1. Imitation (copy)
2. Understand
2. Respond (react)
3. Apply (use)
3. Develop Precision
4. Analyse (structure/elements)
5. Synthesize (create/build)
(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.
In my humble opinion it's possible to argue either case (Synthesis then Evaluation, or vice-versa) depending on the circumstances and the precise criteria stated or represented in the levels concerned, plus the extent of 'creative thinking' and 'strategic authority' attributed to or expected at the 'Synthesis' level. In short - pick the order which suits your situation. (Further comment about synthesis and evaluation priority.) cognitive domain
level
category or 'level'
behaviour descriptions
'key words' (verbs which describe the activity to be trained or measured at each level)
Knowledge
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
Comprehension
understand meaning, re-state 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
explain, reiterate, reword, critique, classify, summarise, illustrate, translate, review, report, discuss, re-write, estimate, interpret, theorise,
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
use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, react, respond, role-play
Analysis
interpret elements, organizational principles, structure, construction, internal relationships; quality, reliability of individual components
identify constituent parts and functions of a process or concept, or de-construct a methodology or process, making qualitative assessment of elements, relationships, values and effects; measure requirements or needs
analyse, break down, catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide
Synthesis (create/build)
develop, plan, build, create, design, organise, revise, formulate, propose, establish, assemble, integrate, re-
thinking, operations
arrange, modify
Evaluation
assess effectiveness of whole concepts, in relation to values, outputs, efficacy, viability; critical thinking, strategic comparison and review; judgement relating to external criteria
review strategic options or plans in terms of efficacy, return on investment or costeffectiveness, practicability; assess 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 recommendations and justifications
review, justify, assess, present a case for, defend, report on, investigate, direct, appraise, argue, projectmanage
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:
level
category or 'level'
behaviour descriptions
'key words' (verbs which describe the activity to be trained or measured at each level)
Receive
listen to teacher or trainer, take interest in session or learning experience, take notes, turn up, make time for learning experience, participate passively
ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feel
Respond
participate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, question and probe ideas, suggest interpretation
react, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write, perform
Value
decide worth and relevance of ideas, experiences; accept or commit to particular stance or action
qualify and quantify personal views, state personal position and reasons, state beliefs
build, develop, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compare
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 descriptions
measured
each level)
Imitation
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
Naturalization
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.)
Simpson's version is particularly useful if you are taking adults out of their comfort zones, because it addresses sensory, perception (and by implication attitudinal) and preparation issues. For example anything fearsome or threatening, like emergency routines, conflict situations, tough physical tasks or conditions. Harrow's version is particularly useful if you are developing skills which are intended ultimately to express, convey and/or influence feelings, because its final level specifically addresses the translation of bodily activities (movement, communication, body language, etc) into conveying feelings and emotion, including the effect on others. For 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.
level
category or 'level'
description
measured
each level)
Perception
awareness
Set
readiness
Guided Response
attempt
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.
level
category or
description
'level'
evidence to be measured
Reflex Movement
involuntary reaction
react, respond
Perceptual Abilities
basic response
Physical Abilities
fitness
Skilled Movements
complex operations
Non-discursive Communication
express and convey feeling and meaning through movement and actions
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.
Your preferred referencing phraseology/protocol would determine how you combine the following into an appropriate attribution. If you do not understand referencing then search Google for 'referencing'. Look at the different methods (eg, Harvard, Vancouver, etc) which are explained on various university websites, and if appropriate seek guidance from your tutor or course handbook/information. Given the different originators of the various component models (tables) on this page, the precise data to include in the reference will depend on what content exactly you use. Essentially the technical content (tables) should be credited according to the origination details given below each table. Bloom's Taxonomy of Learning Domains is my own preferred way to describe the overall concept, but there are other over-arching headings used for the concept (usually beginning with Bloom's Taxonomy..), and you should feel free to use an alternative heading if you want to. The presentation of the Bloom Taxonomy models on this webpage is probably best described as an interpretation or explanation of Bloom's Taxonomy of Learning Domains, December 2006. The retrieval date, webpage URL (address) and website name should also be included in 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.