Bloom's TaxonomyCollege examiners attended

the American Psychological Association Convention (1948)

and started to hold anual meetings in Boston.

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

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.”

Cognitive Domain

Cognitive Domain

“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

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

“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

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).”

“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

“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

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.

“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

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

“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

Affective Domain

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

Affective domain

Psychomotor Domain

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 publish works on the psychomotor domain.

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)

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.