Summary of Bloom's Taxonomy of Learning Objective Classification

Oct 31, 2011
Joni Rose

Blooms Taxonomy Cognitive Affective Psychomotor - Stock xchng - artM

This summary of Bloom's Taxonomy of learning outlines the classification of learning into the three domains: cognitive, affective and psychomotor.

In the 50’s, Bloom chaired a team of educators who explained learning by defining three integrated processes that students experience as they learn. Bloom and team went further to devise a list of stages showing a progression from low to high levels of achievement within each of the three processes. The three processes are referred to as “domains”:

Mind (knowledge, cognitive)
Heart (feelings, affective)
Hands (doing, psychomotor)

The reason Bloom’s classification system is of interest to educators is that it helps teachers define appropriate learning objectives for different stages or levels of learning. Bloom’s taxonomy can be used by teachers to develop lesson plans, activities and tests that encourage students to progress from simple to complex learning of a topic or demonstrate a level of achievement within a domain.

The Mind and Learning through Cognition

The first domain discussed in Bloom’s Taxonomy is the Cognitive domain which describes the development of learning through knowledge, comprehension and critical thinking. The levels of cognition discussed include:

Knowledge – recalling, identifying, recognizing or describing facts, figures, terms, trends, theories and basic concepts.
Comprehension – comparing, contrasting, explaining, describing or interpreting facts or concepts.
Application – solving problems when new situations or circumstances are presented by manipulating, modifying, computing or applying theories or techniques.
Analysis – breaking things down to understand how the pieces make up the whole, being able to express cause and effect based on proof or evidence.
Synthesis – putting the pieces together in a new way to build a new structure or pattern to propose an alternative solution or conclusion.
Evaluation – verifying solutions by articulating their rationale, pros and cons, and intended outcomes using sound judgement to assure quality.

The Heart and Learning through Emotional Triggers

The second domain discussed in Bloom’s Taxonomy is the Affective domain which describes how emotions impact learning and is expressed through demonstrating values, attitudes and engagement. The levels of skill in the affective domain include:

Receiving – at this stage, the learner is receptive to listening and paying attention.
Responding – the learner participates in or leads discussions/presentations, responds to questions and reacts to what is being said, demonstrated or displayed.
Valuing – the learner at this stage attaches a value to a person, object, concept, idea, behaviour or fact and notices when values are not being met.
Organizing – able to prioritize based on values by assessing needs and wants, working through conflicts and determine win-win solutions and defends their position.
Characterizing – the learner’s values influence their behavior and defines their character within a group or while working independently but they are also able to influence, negotiate and persuade others with an objective approach to problem solving.

The Hands and Learning through Psychomotor Activity

The third domain discussed in Bloom’s Taxonomy is the Psychomotor domain which describes how physical movement is developed during the learning process. The levels of skill in the psychomotor domain include:

Perception – reacts to sensory clues such as light, sounds/voices, touch, body language and translates them into action.
Set – the learner’s mindset is ready and prepared to act to a clue in a process or cycle.
Guided Response – uses imitation, trial and error, practice and instructions to learn a complex new skill.
Mechanism – movement habits are forming, actions are becoming routine and proficiency of skill is increasing and includes more complex tasks such as measuring, calibrating, dismantling and repairing.
Complex Overt Response – learner demonstrates highly skilled movements or patterns of movement that require precision and accuracy that have now become automatic and instinctual.
Adaptation – Physical skills are so well developed that the learner can adapt movements to fit new challenges or tasks.
Origination – Uses highly developed movements to create new patterns to solve problems creatively, develop new designs or build new objects.

This attempt to describe learning in a linear, progressive way has some challenges. Critics of Bloom’s taxonomy often challenge the sequence of the stages or steps within each domain. Bloom’s Taxonomy is considered classic educational psychology and is often referred to in courses on educational psychology or instructional design.