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

Categories in the Cognitive Domain: (with Outcome-Illustrating Verbs) Knowledge remembering of previously learned material; 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.learningandteaching.info/learning/bloomtax.htm] Bloom's Taxonomy: Useful verbs and potential activities [www.teachers.ash.org.au/researchskills/dalton.htm] 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] bloom's taxonomy - learning domains [http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm] [design and evaluation toolkit for training and learning] Examples of Behavioral Verbs and Student Activities -- Definitions of Behavioral Verbs -- Writing Behavioral Objectives [www.adprima.com/examples.htm][by Dr. Bob Kizlik. [Updated August 18, 2011] www.edselect.com/blooms.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://www.instructionaldesign.org/concepts/taxonomies.html] See also: www.InnovativeLearning.com Bloom’s Taxonomy: Bloomin’ Peacock Bloom's "taxonomy follows the thinking process. You can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. It is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). Bloom labels each category with a gerund." (usage of a verb as a noun) Bloom's Taxonomy Blooms Digitally, 2008; By Andrew Churches Internet Resources for Higher Education Outcomes Assessment [http://www2.acs.ncsu.edu/UPA/assmt/resource.htm] Bloom's Taxonomy: Old & New Versions Richard C. Overbaugh Lynn Schultz, Old Dominion Universityv[www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm] www.teachers.ash.org.au/researchskills/dalton.htm [Re.: Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms” pp36-7] Bloom's Taxonomy of Cognitive Domain Wikipedia [http://en.wikipedia.org/wiki/Bloom's_Taxonomy] Literature: Anderson, Lorin W. & Lauren A. Sosniak, eds., Bloom's Taxonomy: A Forty-Year Retrospective. Chicago, Ill. : NSSE : Distributed by the University of Chicago Press, 1994. Reflections on the development and use of the taxonomy / Benjamin S. Bloom Excerpts from the "Taxonomy of educational objectives ... handbook 1: Cognitive domain" / Benjamin S. Bloom et al. Bloom's taxonomy / Edward J. Furst Psychological perspectives /William D. Rohwer, Jr. and Kathryn Sloane Empirical investigations of the hierarchical structure of the taxonomy / Amelia E. Kreitzer and George F. Madaus The impact of the taxonomy on testing and evaluation / Peter Airasian The taxonomy, curriculum, and their relations / Lauren A. Sosniak Research on teaching and teacher education / Lorin W. Anderson The taxonomy of educational objectives in continental Europe, the Mediterranean, and the Middle East / Arieh Lewy and Zolta´n Ba´thory The taxonomy in the Republic of Korea / Bom Mo Chung Validity vs. utility / T. Neville Postlethwaite Reflections on the taxonomy / David R. Krathwohl. 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 [www2.liu.edu/cwis/cwp/library/edpeople.htm#BBloom] 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 [www.ebsi.umontreal.ca/isko2008/documents/abstracts/DiMarco.pdf] 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. (2009). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University 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) "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: "The Differentiator [www.byrdseed.com/differentiator/] Learning-Theories.com Behaviorism Cognitivism education.calumet.purdue.edu/vockell/edPsybook/Edpsy3/edpsy3_bloom.htm [Bloom's Taxonomy of Educational Objectives] The “New Bloom's Taxonomy,” Objectives, and Assessments Prepared by Elizabeth Dalton; Dec 3, 2003 [gaeacoop.org/dalton/publications/new_bloom.pdf] www.edpsycinteractive.org/topics/cogsys/bloom.html or here! teaching.uncc.edu/files/file/GoalsAndObjectives/BloomWritingObjectives.pdf Writing Objectives Using Bloom’s Taxonomy http://tammy-andrew.suite101.com/how-to-write-learning-objectives-a127058 How to Write Learning Objectives Using Bloom's Taxonomy to Determine Wording for Educational Outcomes (2009) Beyond Bloom [www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm] www.mindtools.com/pages/article/newISS_86.htm Bloom's Cards as learning tool Domains of Learning [serc.carleton.edu/introgeo/assessment/domains.html] Bloom's Taxonomy in Developing Assessment Items by Draga Vidakovic, Jean Bevis, and Margo Alexander Journal of Online Mathematics and its Applications Teacher Tap: Professional Development Resources Creating Flexible Learning Environments Virtual Field Trip SERC Catalog, Carleton Mirror of earlier version of this Web site (2001) Mirror of earlier version of this Web site (2005)