Bloom's Revised Taxonomy PDF

Bloom’s Revised Taxonomy: Cognitive, Affective, and Psychomotor Bloom’s Revised Taxonomy—Cognitive Domain Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with perhaps the two m...

Bloom’s Revised Taxonomy: Cognitive, Affective, and Psychomotor Bloom’s Revised Taxonomy—Cognitive Domain Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000; Pohl, 2000). This new taxonomy reflects a more active form of thinking and is perhaps more accurate: Category Examples Key Words [Verbs] Remembering: Recall previous learned Recite a policy. Quote prices from memory to a Defines, describes, identifies, knows, labels, lists, matches, names, information. customer. Knows the safety rules. outlines, recalls, recognizes, reproduces, selects, states. Understanding: Comprehending the meaning, Rewrites the principles of test writing. Explain in Comprehends, converts, defends, distinguishes, estimates, explains, translation, interpolation, and interpretation of one's own words the steps for performing a complex extends, generalizes, gives an example, infers, interprets, paraphrases, instructions and problems. State a problem in task. Translates an equation into a computer predicts, rewrites, summarizes, translates. one's own words. spreadsheet. Applying: Use a concept in a new situation or Use a manual to calculate an employee's vacation Applies, changes, computes, constructs, demonstrates, discovers, unprompted use of an abstraction. Applies time. Apply laws of statistics to evaluate the manipulates, modifies, operates, predicts, prepares, produces, relates, what was learned in the classroom into novel reliability of a written test. shows, solves, uses. situations in the work place. Analyzing: Separates material or concepts into Troubleshoot a piece of equipment by using logical Analyzes, breaks down, compares, contrasts, diagrams, deconstructs, component parts so that its organizational deduction. Recognize logical fallacies in reasoning. differentiates, discriminates, distinguishes, identifies, illustrates, infers, structure may be understood. Distinguishes Gathers information from a department and selects outlines, relates, selects, separates. between facts and inferences. the required tasks for training. Appraises, compares, concludes, contrasts, criticizes, critiques, Evaluating: Make judgments about the value Select the most effective solution. Hire the most defends, describes, discriminates, evaluates, explains, interprets, of ideas or materials. qualified candidate. Explain and justify a new budget. justifies, relates, summarizes, supports. Write a company operations or process manual. Creating: Builds a structure or pattern from Categorizes, combines, compiles, composes, creates, devises, designs, Design a machine to perform a specific task. diverse elements. Put parts together to form a explains, generates, modifies, organizes, plans, rearranges, Integrates training from several sources to solve a whole, with emphasis on creating a new reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, problem. Revises and process to improve the meaning or structure. writes. outcome. Bloom’s Revised Taxonomy—Affective Domain The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex: Category Examples Key Words [Verbs] Asks, chooses, describes, follows, gives, holds, Receiving Phenomena: Awareness, willingness to hear, Listen to others with respect. Listen for and remember the identifies, locates, names, points to, selects, selected attention. name of newly introduced people. sits, erects, replies, uses. Responding to Phenomena: Active participation on the Participates in class discussions. Gives a presentation. Answers, assists, aids, complies, conforms, part of the learners. Attends and reacts to a particular Questions new ideals, concepts, models, etc. in order to discusses, greets, helps, labels, performs, phenomenon. Learning outcomes may emphasize fully understand them. Know the safety rules and practices practices, presents, reads, recites, reports, compliance in responding, willingness to respond, or them. selects, tells, writes. satisfaction in responding (motivation). Valuing: The worth or value a person attaches to a Demonstrates belief in the democratic process. Is sensitive particular object, phenomenon, or behavior. This ranges towards individual and cultural differences (value Completes, demonstrates, differentiates, from simple acceptance to the more complex state of diversity). Shows the ability to solve problems. Proposes a explains, follows, forms, initiates, invites, commitment. Valuing is based on the internalization of plan to social improvement and follows through with joins, justifies, proposes, reads, reports, selects, a set of specified values, while clues to these values are commitment. Informs management on matters that one feels shares, studies, works. expressed in the learner's overt behavior and are often strongly about. identifiable. Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one's Organization: Organizes values into priorities by Adheres, alters, arranges, combines, compares, behavior. Explains the role of systematic planning in contrasting different values, resolving conflicts between completes, defends, explains, formulates, solving problems. Accepts professional ethical them, and creating a unique value system. The emphasis generalizes, identifies, integrates, modifies, standards. Creates a life plan in harmony with abilities, is on comparing, relating, and synthesizing values. orders, organizes, prepares, relates, synthesizes. interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self. Shows self-reliance when working Internalizing values (characterization): Has a value independently. Cooperates in group activities (displays system that controls their behavior. The behavior is Acts, discriminates, displays, influences, teamwork). Uses an objective approach in problem pervasive, consistent, predictable, and most importantly, listens, modifies, performs, practices, proposes, solving. Displays a professional commitment to characteristic of the learner. Instructional objectives are qualifies, questions, revises, serves, solves, ethical practice on a daily basis. Revises judgments and concerned with the student's general patterns of verifies. changes behavior in light of new evidence. Values people adjustment (personal, social, emotional). for what they are, not how they look. Bloom’s Taxonomy—Psychomotor Domain The psychomotor domain 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. The seven major categories are listed from the simplest behavior to the most complex: [The Simpson’s and Harrow’s psychomotor domains are especially useful for the development of children and young people, and for developing skills in adults that take people out of their comfort zones like. The Dave’s psychomotor domain is the simplest and generally easiest to apply in the corporate development environment. Both models offer different emotional perspectives and advantages: Check the relevance and importance of each before you implement.] Simpson’s Psychomotor Domain Category Examples Key Words [Verbs] Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct Perception (awareness): The ability to use sensory cues location to catch the ball. Adjusts heat of Chooses, describes, detects, differentiates, distinguishes, to guide motor activity. This ranges from sensory stove to correct temperature by smell and identifies, isolates, relates, selects. stimulation, through cue selection, to translation. taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's Set: Readiness to act. It includes mental, physical, and abilities and limitations. Shows desire to emotional sets. These three sets are dispositions that Begins, displays, explains, moves, proceeds, reacts, shows, learn a new process (motivation). NOTE: predetermine a person's response to different situations states, volunteers. This subdivision of Psychomotor is closely (sometimes called mindsets). related with the “Responding to phenomena” subdivision of the Affective domain. Performs a mathematical equation as Guided Response: The early stages in learning a demonstrated. Follows instructions to build a complex skill that includes imitation and trial and error. Copies, traces, follows, react, reproduce, responds. model. Responds hand-signals of instructor Adequacy of performance is achieved by practicing. while learning to operate a forklift. Mechanism (basic proficiency): This is the intermediate Assembles, calibrates, constructs, dismantles, displays, stage in learning a complex skill. Learned responses have Use a personal computer. Repair a leaking fastens, fixes, grinds, heats, manipulates, measures, mends, become habitual and the movements can be performed faucet. Drive a car. mixes, organizes, sketches. with some confidence and proficiency.  Complex Overt Response (Expert): The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, Assembles, builds, calibrates, constructs, dismantles, accurate, and highly coordinated performance, requiring a Maneuvers a car into a tight parallel parking displays, fastens, fixes, grinds, heats, manipulates, measures, minimum of energy. This category includes performing spot. Operates a computer quickly and mends, mixes, organizes, sketches. NOTE: The Key Words without hesitation, and automatic performance. For accurately. Displays competence while are the same as Mechanism, but will have adverbs or example, players are often utter sounds of satisfaction or playing the piano. adjectives that indicate that the performance is quicker, expletives as soon as they hit a tennis ball or throw a better, more accurate, etc. football, because they can tell by the feel of the act what the result will produce. Responds effectively to unexpected experiences. Modifies instruction to meet Adaptation: Skills are well developed and the individual the needs of the learners. Perform a task with Adapts, alters, changes, rearranges, reorganizes, revises, can modify movement patterns to fit special a machine that it was not originally intended varies. requirements. to do (machine is not damaged and there is no danger in performing the new task). Origination: Creating new movement patterns to fit a Constructs a new theory. Develops a new particular situation or specific problem. Learning Arranges, builds, combines, composes, constructs, creates, and comprehensive training programming. outcomes emphasize creativity based upon highly designs, initiate, makes, originates. Creates a new gymnastic routine. developed skills.