Description of Bloom's Taxonomy, it's uses, development, domains and verbs.

1. Bloom's Taxonomy
College examiners attended
the American Psychological
Association Convention (1948)
and started to hold anual
meetings in Boston.

2.  A system for the classification of educational goals and
thinking behaviours that were important in the learning
process, so that examiners might have a more reliable
system for assessing students and educational
outcomes.
 A means of insuring accuracy of communication about
the educational field
 A means of understanding the organization and
interrelation of educational objectives.
 Intended to be appliable for any perspective in education
Bloom's Taxonomy

3. 1. Cognitive
Domain
2. Affective
Domain
3. Psychomotor
Domain
“The recall or recognition
of knowledge and the
development of
intellectual abilities
and skills”
“Changes in interest,
attitudes, and values,
& the development of
appreciations and
adequate adjustment
[of them].”
“The manipulative or
motor-kill area.”

4. Cognitive Domain

5. Cognitive Domain

8. “The recall of specifics and universals,
methods and processes, pattern,
structure, or setting”
 “Knowledge objectives emphasize
most the psychological processes of
remembering.”
 “The process of relating is also
involved... appropriate signals, cues,
and clues ”

Concrete referents.

Elements from which more
complex forms are built.

Define terms by giving their
attributes, propierties and
relations

Familiarity with a larger
number of words in heir
common range of meanings
Cognitive Domain
1. Knowledge

9. 
Knowledge of classifications and categories:
Knowledge of the classes, sets, divisions and
arrangements which are regarded as fundamental for a
given subject field

Knowledge of conventions:
Characteristic ways of treating and presenting things.
For example:To make pupils conscious of correct form and
usage in speech and writing

10. “Lowest level of
understanding.”
The individual can make use of
the material or idea being
communicated, explaining it
in his/her own words.
The explanation or
summarization of a
communication.
It also involves reordering,
rearrangement, or a new view of
the material.
Cognitive Domain
2. Comprehension

11. Translation:
 Comprehension as evidenced by the care and accuracy
with which the communication is [correctly] paraphrased
or rendered from one one language or form of
communication to another.
 Judged on the basis of faithfulness and accuracy, that is,
on the extent to which the material in the original
communication is preserved although the form of the
communication has been altered.
 For example: "The ability to understand non-literal
statements metaphor, symbolism, irony, exaggeration).”

12. “The use of abstractions in particular and
[new] concrete situations.”
“The abstractions may be in the form of
general ideas, rules of procedures, or
generalized methods.”
 “The abstractions may also be technical
principles or ideas which must be
remembered and applied.”
*The ability to
predict the probable
effect of a change
Cognitive Domain
3. Application

13. “The breakdown of a [input] into its
constituent elements or parts such that the
relative hierarchy of ideas is made clear
and/or the relations between the ideas
expressed are made explicit.”
 “Intended to clarify the communication,
to indicate how the communication is
organized, and the way in which it manages
to convey its effects, as well as its basis and
arrangement.”
Cognitive Domain
4. Analysis

14. Analysis of relationships
*Organization
*Systematic arrangement
*Structure – explicit and “implicit”
*The ability to recognize form and pattern artistic works as a
means of understanding in literary or their meaning.
*The ability to recognize unstated assumptions.
*Skill in distinguishing facts from hypotheses.

15. “The putting together of elements and parts
so as to form a whole.
This involves the process of working with
pieces, parts, elements, etc., and arranging
and combining them in such a way as to
constitute a pattern or structure not
clearly there before.”
Cognitive Domain
5. Sythesis

16. Production of unique communication

Skill in writing, using an excellent organization of ideas and
statements.

Ability to write creatively a story, essay, or verse for personal
pleasure, or for the entertainment or information of others.

Ability to tell a personal experience effectively.

Ability to make extemporaneous speeches.

Ability to write simple musical compositions, as in setting a
short poem to music.

Ability to plan a unit of instruction teaching situation for a
particular
Production of a plan,
or proposed set of operations

17. 
“Judgments about the value of material
and methods for given purposes.

Quantitative and qualitative judgments
about the extent to which material and
methods satisfy criteria.

Use of a standard of appraisal.

The criteria may be those determined by
the student or those which are given to
him.
Cognitive Domain
6. Evaluation

18. Affective Domain

20. Affective domain

Reception: Pay attention in a passive way. There is no
learning as such but students open the channel to receive
information as long as there is motivation.

Response: Participate actively. Not only responding to
stimulus, but reacting by iniciative.

Value: The person assigns a value to an object,
phenomenon or information.

Organization: Individuals compare and relate what they
have learned from others and group them, structure them,
arrange them, or reconcile them within their personal
scheme.

Internalization: Practicing values, beliefs or things that
now become a personal quality of the individual

21. Affective domain

22. Psychomotor Domain

24. Psychomotor domain

Imitate: copy actions by observation

Manipulate: reproduce actions from memory or
instruction

Perfect: perform actions with expertise, withut
help. Demonstrate and explain them to others

Articulate: adapt skills to different contexts using
alternative tools or instruments

Embody: perform actions in an automatic, intuitive
or unconscious way appropiate to the context
Athletic fields, arts, music, cooking, etc.

Simpson (1966), Dave (1970), and Harrow (1972), went on to

25. Bloom's Revised Taxonomies

Anderson and Krathwohl (2001)

Barbara Clark (2002): Circular representations. Many
people have since represented Bloom’s original, and
the revised, cognitive domain in this way.

Simon Paul Atkinson (2012)

30. Selected Bibliography

Atkinson, Simon Paul. Taxonomy Circles – Visualisations of Educational Domains.
November 13, 2012.

Bloom, Benjamin S. (1956)..
New York : McKay; London : Longman.

Guskey, Thomas R. (2012). Benjamin S. Bloom: Portraits of an Educator. R&L
Education.

Jeffrey Dalto. Teaching Attitudes: The Affective Domain of Learning and Learning
Objectives.

Lorin W. Anderson,& David R. Krathwohl (2000). Taxonomy for Learning, Teaching,
and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Pearson.