EducationalTaxonomieswithexamples,example

questionsandexampleactivities
CognitiveDomain:
Bloom
1.KNOWLEDGE:Knowledgeisdefinedastherememberingofpreviouslylearnedmaterial.
Thismayinvolvetherecallofawiderangeofmaterials,fromspecificfactstocomplete
theories,butallthatisrequiredisthebringingtomindoftheappropriateinformation.
Knowledgerepresentsthelowestleveloflearningoutcomesinthecognitivedomain.
Description(toknowtorecall):

Rememberingpreviouslylearnedmaterial
Lowestleveloflearning
Listinglearnedinformation
Rememberingterms,methods,facts,concepts,specificitemsofinformation
SampleActivities:

Labelthepartsofaplant.
Grouptogetherallthefoursyllablewords.
ListthefreedomsincludedintheBillofRights.
Identifythefoodgrouptowhicheachofthesefoodsbelongs.
Writedefinitionstothefollowingwords.
Locateexamplesofcapitalizationinthefollowingstory.
Rememberanideaorfactinsomewhatthesameforminwhichitwas
learned
Questionandanswersessions
Workbooks/worksheets
Programmedinstruction
Rememberthingsread,heard,saw
Games
Informationsearches
Readingassignments
Drillandpractice
Findingdefinitions
Memorygames
Quizzes
Questionshaverightandwronganswers
Question/StatementVerbs:
***Wordsalonemaynotensurethedesiredlevel.
Choose,copy,define,describe,find,group,identify,indicate,label,list,locate,match,name,
pick,pointto,quote,recall,recite,select,sort,state,tell,underline,write,what,when,who
2.COMPREHENSION:Comprehensionisdefinedastheabilitytograspthemeaningof
material.Thismaybeshownbytranslatingmaterialfromoneformtoanother(wordsor
numbers),byinterpretingmaterial(explainingorsummarizing),andbyestimatingfuture

trends(predictingconsequencesoreffects).Theselearningoutcomesgoonestepbeyondthe
simplerememberingofmaterial,andrepresentthelowestlevelofunderstanding.
Description(explainingandunderstanding):

Abilitytograspthemeaningofmaterial
Communicatinganidea
Explainingideas
Summarizingmaterial
Understandingfactsandprinciples
SampleActivities:

Givereasonsfortheenergycrisis.
Explainwhywehavebussafetyrules.
Outlinethestepsnecessaryforanideatobecomealaw.
Restatethereasonsforweatherchanges.
Summarizethestory.
WhatweretheunderlyingfactorsthatcontributedtotheRevolutionary
War?
Communicateanidea
Givingexamplesof
Paraphrasing
Peerteaching
Showandtell
Givereasonsfor
Question/StatementVerbs:
Compare,comprehend,conclude,contrast,demonstrate,explain,expound,illustrate,outline,
predict,rephrase
3.APPLICATION:Applicationreferstotheabilitytouselearnedmaterialinnewandconcrete
situations.Thismayincludetheapplicationofsuchthingsasrules,methods,concepts,
principles,laws,andtheories.Learningoutcomesinthisarearequireahigherlevelof
understandingthanthoseundercomprehension.
Description(usingideas):

Applyingconceptsandprinciplestonewsituations
Applyinglawsandtheoriestopracticalsituations
Solvingofmathematicalproblems
Constructingchartsandgraphs
Demonstratingcorrectusageofamethodorprocedure
Applyingrules,methods,concepts,principles,laws,theories
Requireshigherlevelofunderstandingthancomprehension
SampleActivities:

Putthisinformationingraphform.
Organizetheformsofpollutionfrommostdamagingtoleastdamaging.
Sketchapicturethatrelatesyourfeelingsofrecess.
Usingknowledgefromvariousareastofindsolutionstoproblems
Applyingideastoneworunusualsituations
SimulationActivities

Roleplaying/rolereversal
Modelbuilding
Interviewing
Grouppresentation
Conductingexperiments
Practicalapplicationsoflearnedknowledge
Suggestactualusesofideas
Question/StatementVerbs:
Apply,construct,classify,develop,organize,solve,test,use,utilize,wield
4.ANALYSIS:Analysisreferstotheabilitytobreakdownmaterialintoitscomponentpartsso
thatitsorganizationalstructuremaybeunderstood.Thismayincludetheidentificationofthe
parts,analysisoftherelationshipsbetweenparts,andtherecognitionoftheorganizational
principlesinvolved.Learningoutcomeshererepresentahigherintellectuallevelthan
comprehensionandapplicationbecausetheyrequireanunderstandingofboththecontentand
thestructuralformofthematerial.
Description(breakingdown):

Breakingmaterialdownintocomponentparts
Understandingtheorganizationalstructure
Analysisofrelationshipsbetweenparts
Recognitionoforganizationalprinciplesinvolved
Understandingboththecontentandstructuralform
Analyzingtheelements
SampleActivities:

Simplifytheballettoitsbasicmovesand.
Inspectahouseforpoorworkmanshipand...
Observeapaintingtouncoverasmanyprinciplesofartaspossibleand...
Readanonfictionbook.Dividethebookintoitsparts.Tellwhytheparts
wereplacedintheordertheywere.
Lookintotheforcesthatmightcausepressureforourlegislatorsand...
Inspecttwopresidentialspeeches.Compareandcontrasttheminwriting.
Uncoveringuniquecharacteristics
Distinguishingbetweenfactsandinferences
Evaluatingtherelevancyofdata
Recognizinglogicalfallaciesinreasoning
Recognizingunstatedassumptions
Analyzingtheorganizationalstructureofawork(ofart,music,orwriting)
Comparingandcontrasting
Problemidentification
Attributelisting
Morphologicalanalysis
Question/StatementVerbs:
analyze,assume,breakdown,classify,compare,contrast,discriminate,dissect,distinguish,
divide,deduce,diagram,examine,inspect,infer,reason,recognize,separate,simplify,section,
scrutinize,survey,search,study,screen,sift,subdivide,takeapart
5.SYNTHESIS:Synthesisreferstotheabilitytoputpartstogethertoformanewwhole.This

mayinvolvetheproductionofauniquecommunication(themeorspeech),aplanofoperations
(researchproposal),orasetofabstractrelations(schemeforclassifyinginformation).Learning
outcomesinthisareastresscreativebehaviors,withmajoremphasisontheformulationofnew
patternsorstructures.
Description(formingnewwhole):

Puttingpartstogetherinanewwhole
Formulatingnewpatternsorstructures
Abstractrelationships
Communicatinganideainauniqueway
Proposinganewsetofoperations
Creatingnewororiginalthings
Takethingsandpatterntheminanewway
SampleActivities:

CreateanewsongforthemelodyofMaryHadaLittleLamb.
Combineelementsofdrama,music,anddanceintoastagepresentation.
Developaplanforyourschooltosavemoney.
Createamodelofanewgamethatcombinesthinking,memory,andchance
equally.
Reorganizeachapter/unitfromyourtextbookthewayyouthinkitshould
be.
Findanunusualwaytocommunicatethestoryofabookyouhaveread.
Formulatepositivechangesthatwouldimprovelearninginyourclassroom.
Developanoriginalplan
Writingawellorganizedtheme
Writingacreativestory,poem,orsong
Proposingaplanforanexperiment
Integratingthelearningfromdifferentareasintoaplanforsolvinga
problem
Formulatinganewschemeforclassifyingobjects
Findingnewcombinations
Showinghowanideaorproductmightbechanged
Question/StatementVerbs:
build,create,combine,compile,compose,construct,develop,design,derive,form,formulate,
generate,how,make,makeup,modify,produce,plan,propose,reorder,reorganize,rearrange,
reconstruct,revise,suggest,synthesize,what,write
6.EVALUATION:Evaluationisconcernedwiththeabilitytojudgethevalueofmaterial
(statement,novel,poem,researchreport)foragivenpurpose.Thejudgmentsaretobebased
ondefinitecriteria.Thesemaybeinternalcriteria(organization)orexternalcriteria(relevance
tothepurpose)andthestudentmaydeterminethecriteriaorbegiventhem.Learning
outcomesinthisareaarehighestinthecognitivehierarchybecausetheycontainelementsof
alloftheothercategories,plusvaluejudgmentsbasedonclearlydefinedcriteria.
Description(judging):

Abilitytojudgethevalueofmaterial
Useofdefinitecriteriaforjudgments
Valuejudgmentsbasedonclearlydefinedcriteria
Useofcognitiveandaffectivethinkingtogether

SampleActivities:

Decidewhichpersonwouldbestfillaposition.
Ranktheprinciplesofgoodsportsmanshipinorderofimportancetoyou.
Decidewhichproposedplanisthebest.
Readtwodifferentaccountsofanincident.Decidewhichstoryismost
logicalinitsportrayal.
Judgethepostersormuralsyourclasshasjustconstructed.
Justifytheactionsofyourfavoritehistoricalfigure.
Determinethenecessarycriteriaforagoodresource.
Summarizetheinvolvementsyouhavehadwithyourclassthisyear.
Makingjudgmentsaboutdataorideasbasedoneitherinternalorexternal
conditionsorcriteria
Ratingideas
Acceptingorrejectingideasbasedonstandards
Judgingthelogicalconsistencyofwrittenmaterial
Judgingtheadequacywithwhichconclusionsaresupportedwithdata
Judgingthevalueofawork(ofart,music,writing)byusinginternalcriteria
orexternalstandardsofexcellence
Generatingcriteriaforevaluation
Makingevaluationsforpeerprojectsandpresentations
Evaluatingonesownproductsandideas
Question/StatementVerbs:
appraise,accept/reject,assess,check,choose,conclude,criticize,decide,defend,determine,
discriminate,evaluate,interpret,justify,judge,prioritize,rate,rank,reject/accept,referee,
select,settle,support,umpire,weigh,which,

AffectiveDomain
BloomAndKrathwohl
1.RECEIVING:referstothestudentswillingnesstoattendtoparticularphenomenaorstimuli
(classroomactivities,textbook,music,etc.).Fromateachingstandpoint,itisconcernedwith
getting,holding,anddirectingthestudentsattention.Learningoutcomesinthisarearange
fromthesimpleawarenessthatathingexiststoselectiveattentiononthepartofthelearner.
Receivingrepresentsthelowestleveloflearningoutcomesintheaffectivedomain.
DescriptiveActivities:

Listensattentively
Showsawarenessoftheimportanceoflearning
Showssensitivitytosocialproblems
Acceptsdifferencesofraceandculture
Attendscloselytotheclassroomactivities
Question/StatementVerbs:
Asks,chooses,describes,follows,gives,holds,identifies,locates,names,pointsto,selects,
sitserect,replies,
2.RESPONDING:referstoactiveparticipationonthepartofthestudent.Atthislevelhenot
onlyattendstoaparticularphenomenonbutalsoreactstoitinsomeway.Learningoutcomes
inthisareamayemphasizeacquiescenceinresponding(readsbeyondassignments)or

satisfactioninresponding(readsforpleasureorenjoyment).Thehigherlevelsofthiscategory
includethoseinstructionalobjectivesthatarecommonlyclassifiedunderinterestthatis,those
thatstresstheseekingoutandenjoymentofparticularactivities.
DescriptiveActivities:

Completesassignedhomework
Obeysschoolrules
Participatesinclassdiscussion
Completeslaboratorywork
Volunteersforspecialtasks
Showsinterestinthesubject
Enjoyshelpingothers
Question/StatementVerbs:
Answers,assists,complies,conforms,discusses,greets,helps,labels,performs,practices,
presents,reads,recites,tells,reports,selects,writes
3.VALUING:isconcernedwiththeworthorvalueastudentattachestoaparticularobject,
phenomenon,orbehavior.Thisrangesindegreefromthesimpleracceptanceofavalue
(desirestoimprovegroupskills)tothemorecomplexlevelofcommitment(assumes
responsibilityfortheeffectivefunctioningofthegroup).Valuingisbasedontheinternalization
ofasetofspecifiedvalues,butcluestothesevaluesareexpressedinthestudentsovert
behaviorthatisconsistentandstableenoughtomakethevalueclearlyidentifiable.
Instructionalobjectivesthatarecommonlyclassifiedunderattitudesandappreciationwouldfall
intothiscategory.
DescriptiveActivities:

Demonstratesbeliefinthedemocraticprocess
Appreciatesgoodliterature
Appreciatestheroleofscienceineverydaylife
Showsconcernforthewelfareofothers
Demonstratesproblemsolvingattitude
Demonstratescommitmenttosocialimprovement
Question/StatementVerbs:
Completes,describes,differentiates,explains,follows,forms,initiates,invites,joins,justifies,
proposes,reads,reports,selects,shares,studies,works
4.ORGANIZATION:isconcernedwithbringingtogethervalues,resolvingconflictsbetween
them,andbeginningthebuildingofaninternallyconsistentvaluesystem.Thustheemphasis
isoncomparing,relating,andsynthesizingvalues.Learningoutcomesmaybeconcernedwith
theconceptualizationofavalue(recognizestheresponsibilityofeachindividualforimproving
humanrelations)orwiththeorganizationofavaluesystem(developsavocationalplanthat
satisfieshisneedforbotheconomicsecurityandsocialservice).Instructionalobjectives
relatingtothedevelopmentofaphilosophyoflifewouldfallintothiscategory.
DescriptiveActivities:

Recognizestheneedforbalancebetweenfreedomandresponsibilityina
democracy
Recognizestheroleofsystematicplanninginproblemsolving
Acceptsresponsibilityforownbehavior
Understandsandacceptsownstrengthsandweaknesses

Understandsandacceptsownstrengthsandweaknesses
Formulatesalifeplaninharmonywithhisabilities,interests,andbeliefs
Question/StatementVerbs:
Adheres,alters,arranges,combines,compares,completes,defends,explains,generalizes,
identifies,integrates,modifies,orders,organizes,prepares,relates,synthesizes
5.CHARACTERIZATIONBYAVALUEORVALUECOMPLEX:atthisleveloftheaffective
domain,theindividualhasavaluesystemthathascontrolledhisbehaviorforasufficiently
longtimeforhimtodevelopacharacteristiclifestyle.Thusthebehaviorispervasive,
consistent,andpredictable.Learningoutcomesatthislevelcoverabroadrangeofactivities,
butthemajoremphasisisonthefactthatthebehavioristypicalorcharacteristicofthe
student.Instructionalobjectivesthatareconcernedwiththestudentsgeneralpatternsof
adjustment(personal,social,emotional)wouldbeappropriatehere.
DescriptiveActivities:

Displayssafetyconsciousness
Demonstratesselfrelianceinworkingindependently
Practicescooperationingroupactivities
Usesobjectiveapproachinproblemsolving
Demonstratesindustryandselfdiscipline
Maintainsgoodhealthhabits
Question/StatementVerbs:
Acts,discriminates,displays,influences,listens,modifies,performs,practices,proposes,
qualifies,questions,revises,serves,solves,uses,verifies

PsychomotorDomain:
BloomAndHarrow
1.PERCEPTION:thefirstlevelisconcernedwiththeuseofthesenseorganstoobtaincues
thatguidemotoractivity.Thiscategoryrangesfromsensorystimulation(awarenessofa
stimulus),throughcueselection(selectiontaskrelevantcues)totranslation(relatingcue
perceptiontoactioninperformance).
DescriptiveActivities:

Recognizesmalfunctionbysoundofmachine
Relatestasteoffoodtoneedforseasoning
Relatesmusictoaparticulardancemovement
Question/StatementVerbs:
Chooses,describes,detects,differentiates,distinguishes,identifies,isolates,relates,selects,
separates
2.SET:referstoreadinesstotakeaparticulartypeofaction.Thiscategoryincludesmentalset
(mentalreadinesstoact),physicalset(physicalreadinesstoact),andemotionalset
(willingnesstoact).Perceptionofcuesservesasanimportantprerequisiteforthislevel.
DescriptiveActivities:

Knowsmechanicalsequenceofstepsinvarnishingwood
Demonstratesproperbodilystanceforbattingaball

Showdesiretotypeefficientlybyplacementofhandsandbody
Question/StatementVerbs:
Begins,displays,explains,moves,proceeds,reacts,responds,shows,starts,volunteers
3.GUIDEDRESPONSE:isconcernedwiththeearlystagesinlearningacomplexskill.It
includesimitation(repeatinganactdemonstratedbytheinstructor)andtrialanderror(usinga
multipleresponseapproachtoidentifyanappropriateresponse).Adequacyofperformanceis
judgedbyaninstructororbyasuitablesetofcriteria.
DescriptiveActivities:

Performsagolfswingasdemonstrated
Appliesfirstaidbandageasdemonstrated
Determinesbestphysicalmanipulationofobjectsinasequencefor
preparingameal
Question/StatementVerbs:
Assembles,builds,calibrates,constructs,dismantles,displays,dissects,fastens,fixes,grinds,
heats,manipulates,measures,mends,organizes,sketches
4.MECHANISM:isconcernedwithperformanceactswherethelearnedresponseshave
becomehabitualandthemovementscanbeperformedwithsomeconfidenceandproficiency.
Learningoutcomesatthislevelareconcernedwithperformanceskillsofvarioustypes,butthe
movementpatternsarelesscomplexthanatthenexthigherlevel.
DescriptiveActivities:

Writessmoothlyandlegibly
Setsuplaboratoryequipment
Operatesaslideprojector
Demonstratesasimpledancestep
Question/StatementVerbs:
(Samelistasforguidedresponse)
5.COMPLEXOVERTRESPONSE:isconcernedwiththeskillfulperformanceofmotoracts
thatinvolvecomplexmovementpatterns.Proficiencyisindicatedbyaquick,smooth,accurate
performance,requiringaminimumofenergy.Thecategoryincludesresolutionofuncertainty
(performswithouthesitation)andautomaticperformance(movementsaremadewitheaseand
goodmusclecontrol).Learningoutcomesatthislevelincludehighlycoordinatedmotor
activities.
DescriptiveActivities:

Operatesapowersawskillfully
Demonstratescorrectforminswimming
Demonstratesskillindrivinganautomobile
Performsskillfullyontheviolin
Repairselectronicequipmentquicklyandaccurately
Question/StatementVerbs:
(Samelistasforguidedresponse)

6.ADAPTATION:isconcernedwithskillsthataresowelldevelopedthattheindividualcan
modifymovementpatternstofitspecialrequirementsortomeetaproblemsituation.
DescriptiveActivities:

Adjuststennisplaytocounteractopponentsstyle
Modifiesswimmingstrokestofittheroughnessofthewater
Question/StatementVerbs:
Adapts,alters,changes,rearranges,reorganizes,revises,varies
7.ORIGINATION:referstothecreatingofanewmovementpatterntofitaparticular
situationorspecificproblem.Learningoutcomesatthislevelemphasizecreativitybasedupon
highlydevelopedskills.
DescriptiveActivities:

Createsadancestep
Createsamusicalcomposition
Designsanewdressstyle
Question/StatementVerbs:
Arranges,combines,composes,constructs,creates,designs,originates
REFERENCES:

Bloom,B.S.(Ed.).(1956).Taxonomyofeducationalobjectives:handbookI,cognitivedomain.
NewYork:DavidMcKayCo.
Gronlund,N.E.(1981).Measurementandevaluationinteaching.NewYork:MacMillan.
Harrow,A.J.(1972).Ataxonomyofthepsychomotordomain.NewYork:DavidMcKayCo.K
Krathwohl,D.R.(Ed.).(1964).Taxonomyofeducationalobjectives:handbookII,affective
domain.NewYork:DavidMcKayCo.

Dr.RobertSweetland'sNotes