Bloom’s Revised Taxonomy Cognitive, Affective, and Psychomotor

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 Remembering: Recall previous learned information. Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Applying: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. Analyzing: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Examples Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words [Verbs] Defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states. Comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates. Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test. Applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Evaluating: Make judgments about the value of ideas or materials. Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports. Creating: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. 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 Adheres, alters, arranges, combines, compares, Organization: Organizes values into priorities by behavior. Explains the role of systematic planning in completes, defends, explains, formulates, contrasting different values, resolving conflicts between solving problems. Accepts professional ethical generalizes, identifies, integrates, modifies, them, and creating a unique value system. The emphasis standards. Creates a life plan in harmony with abilities, orders, organizes, prepares, relates, synthesizes. is on comparing, relating, and synthesizing values. 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 Acts, discriminates, displays, influences, system that controls their behavior. The behavior is teamwork). Uses an objective approach in problem listens, modifies, performs, practices, proposes, pervasive, consistent, predictable, and most importantly, solving. Displays a professional commitment to qualifies, questions, revises, serves, solves, characteristic of the learner. Instructional objectives are ethical practice on a daily basis. Revises judgments and verifies. concerned with the student's general patterns of 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 Perception (awareness): The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets). Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. Mechanism (basic proficiency): This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. Examples Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and 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 abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain. Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. Use a personal computer. Repair a leaking faucet. Drive a car. Key Words [Verbs] Chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. Begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers. Copies, traces, follows, react, reproduce, responds. Assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. Complex Overt Response (Expert): The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc. Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements. Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task). Adapts, alters, changes, rearranges, reorganizes, revises, varies. Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.