Major Categories in the Taxonomy of Educational Objectives
(Bloom 1956)

Categories in the Cognitive Domain: (with Outcome-Illustrating Verbs) Knowledge of terminology; specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures): Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information. defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views; writes;. Comprehension: Grasping (understanding) the meaning of informational materials. classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; illustrates; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands. Application: The use of previously learned information in new and concrete situations to solve problems that have single or best answers. acts; administers; applies; articulates; assesses; charts; collects; computes; constructs; contributes; controls; demonstrates; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes. Analysis: The breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations. analyzes; breaks down; categorizes; compares; contrasts; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides. Synthesis: Creatively or divergently applying prior knowledge and skills to produce a new or original whole. adapts; anticipates; collaborates; combines; communicates; compiles; composes; creates; designs; develops; devises; expresses; facilitates; formulates; generates; hypothesizes; incorporates; individualizes; initiates; integrates; intervenes; invents; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates. Evaluation (On same level as synthesis?): Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers. appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports. Other Domains for Educational Objectives: Affective Domain (emphasizing feeling and emotion) Psychomotor Domain (concerned with motor skills) Internet Resources: Learning Domains or Bloom's Taxonomy: The Three Types of Learning [www.nwlink.com/~donclark/hrd/bloom.html] Bloom's Taxonomy [www.corrosion-doctors.org/Training/Bloom.htm] "Following the 1948 Convention of the American Psychological Association, B.S. Bloom took a lead in formulating a classification of "the goals of the educational process". Three "domains" of educational activities were identified...." Bloom's Taxonomy [www.coun.uvic.ca/learn/program/hndouts/bloom.html] Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions..." Skills for each of the six levels of Bloom's Taxonomy [Counselling Services - University of Victoria] Examples of Behavioral Verbs and Student Activities -- Definitions of Behavioral Verbs -- Writing Behavioral Objectives [www.adprima.com/examples.htm][by Dr. Bob Kizlik. Updated February 1, 2009] Student Learning Outcomes: Recommended Reading [http://www.ac.wwu.edu/~assess/slo.htm] MCQs and Bloom's Taxonomy [Cape Town, SA: UCT's page on Designing and Managing Multiple Choice Questions; www.uct.ac.za/projects/cbe/mcqman/mcqappc.html] Explorations in Learning & Instruction: The Theory Into Practice Database (Taxonomy) [http://tip.psychology.org/taxonomy.html] Guide to Theories of Learning Internet Resources for Higher Education Outcomes Assessment [http://www2.acs.ncsu.edu/UPA/assmt/resource.htm] www.edselect.com/blooms.htm chiron.valdosta.edu/whuitt/col/cogsys/bloom.html Bloom's Taxonomy: Old & New Versions [www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm] Bloom's Taxonomy [www.officeport.com/edu/blooms.htm] Literature: Anderson, L. & Krathwohl, D. A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman, 2001. Extensive Online Bloom Bibliography Bloom Benjamin S. and David R. Krathwohl. Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. New York, Longmans, Green, 1956. Bloom, Robert S., Stating Educational Objectives in Behavioral Terms, Nursing Forum 14(1), 1975, 31-42. John DiMarco, Examining Bloom's Taxonomy and Peschl’s Modes of Knowing for Classification of Learning Objects on the PBS.org/teachersource Website Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. [ projects.coe.uga.edu/epltt] Garavalia, L., Hummel, J., Wiley, L., & Huitt, W. (1999). Constructing the course syllabus: Faculty and student perceptions of important syllabus components. Journal of Excellence in College Teaching, 10(1), 5-22. teach.valdosta.edu/whuitt/papers/cons_course_syll.doc Gronlund, Norman E., Stating Behavioral Objectives for Classroom Instruction. New York: Macmillan, 1970. Harrow, A., A Taxonomy of the Psychomotor Domain. A guide for Developing Behavioral Objectives. New York: McKay, 1972. Huitt, W. (1992). Problem solving and decision making: Consideration of individual differences using the Myers-Briggs Type Indicator. Journal of Psychological Type, 24, 33-44. chrion.valdosta.edu/whuitt//papers/prbsmbti.html Jonassen, D., W. Hannum, and M. Tessmer, "Bloom's Taxonomy of Educational Objectives." Chapt. 12 of Handbook of Task Analysis Procedures. New York: Praeger 1989. Krathwohl, David R., Benjamin S. Bloom, and Bertram B. Masia, Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc., 1964. Krumme, G., "A Learning Matrix" (for Economic Geography) Meyer, Katrina, THE EBB AND FLOW OF ONLINE DISCUSSIONS: WHAT BLOOM CAN TELL US ABOUT OUR STUDENTS’ CONVERSATIONS"> JALN Volume 9, Issue 1 — March 2005 53 "How to write learning outcomes", by Alan Jenkins (Oxford Brookes University) & Dave Unwin (Birkbeck College London) "Learning outcomes are statements of what is expected that a student will be able to DO as a result of a learning activity. For this new version of the Core Curriculum the activity will be following your materials on WWW or listening to a lecture based on them, but it could also be a laboratory class, even an entire study programme." Orwin, Clifford; Forbes, H. D. The Openness That Closes: Allan Bloom and the Contemporary University. Interchange; v22 n1-2 p115-25 1991 PASSIG, David, A Taxonomy of Future Higher Thinking Skills, INFORMATICA, 2(1), 2003, [Abstract & References] Winegarden, Babbi J., Writing Instructional Objectives Starting Point: Teaching Entry Level Geoscience: Domains of Learning More Links: SERC Catalog, Carleton Using Bloom’s Taxonomy to Plan Your Lessons Bloom's Taxonomy in Developing Assessment Items by Draga Vidakovic, Jean Bevis, and Margo Alexander Journal of Online Mathematics and its Applications Mirror of earlier version of this Web site Mirror of earlier version of this Web site Teacher Tap: Professional Development Resources Creating Flexible Learning Environments Bloom's Taxonomy Multiple Choice Questions Alignment of Information Literacy Assessment Using “Bloom’s Taxonomy” (adapted) for student assessment, with typical behaviors demonstrate by students Virtual Field Trip Bloom’s Classification of Cognitive Skills – From Ball State University

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