Bloom’s Taxonomy
Domains of Learning
Bloom’s taxonomy is a framework to help educators understand Bloom’s verbs, assessment choice, and the information that can be obtained from assessment. Bloom’s framework is also a guide for understanding the development level for student learning utilizing verbs or “action words” that most accurately represent the level of accomplishment. Watch the video below for a brief overview of Bloom’s Taxonomy.
As you work through the development of your course outcomes and objectives, you will need to identify the level of learning. While considering the most relevant or appropriate verb, this will help to develop diverse outcomes and objectives that accurately encapsulate what students will learn in your course.
As you learnt in the video above, Bloom’s Taxonomy offers three different domains or categories for learning. Each domain focuses on different aspects of student learning:
- Cognitive — building knowledge, problem solving, and critical thinking
- Affective — interests, values, and appreciation
- Psychomotor — movement and physical skills
Each domain includes different levels of learning that are arranged in a hierarchy. Students will usually need to master the lower levels of the hierarchy before achieving the higher levels. As students move through a program, it is expected that they will move from lower to higher levels of learning.
Browse the Bloom’s Taxonomy, domains and levels of learning in the interactive book provided below.
Learning Levels: Appropriate and Relevant Verbs
When developing outcomes and objectives, it is important to consider the level of learning students will need to demonstrate. Introductory classes are likely to have outcomes and objectives that represent lower levels of learning, while more advanced classes will focus on higher levels in the developmental hierarchy. A course may have a mix of levels, especially if students are reviewing and solidifying some aspects of their learning while introduced to new information or approaches.
The different levels of the hierarchy within a domain are commonly associated with different verbs. Some verbs work for multiple levels of learning, particularly if they are used in different ways or applied in different contexts or to different ends. In some cases, adverbs or adjectives may be used to describe or qualify the improvements in tasks from level to level, such as “quickly” or “accurately”.
Cognitive Domain
| Remember | define, explain, list, identify, duplicate, recite, illustrate, reproduce |
|---|---|
| Understand | explain, identify, discuss, classify, summarize, paraphrase |
| Apply | select, relate, solve, change, predict, manipulate, modify |
| Analyse | compare, contrast, differentiate, correlate, interpret, predict, distinguish |
| Evaluate | judge, select, recommend, critique, appraise, prioritize, decide, rank, assess |
| Create | modify, design, develop, invent, plan, produce |
Affective Domain
| Receiving | ask, recognize, identify, explain, listen for, respond to |
|---|---|
| Responding | assist, examine, cooperate, respond, discuss, demonstrate, perform |
| Valuing | justifies, invites, demonstrates, shares, explains, follows, defends |
| Organizing | initiates, organizes, relates, explains, defends, synthesizes, formulates |
| Characterizing | influences, questions, discriminates, proposes, verifies, solves |
Psychomotor Domain
| Perception | identify, choose, differentiate, describe, prepare, measure, react, respond |
|---|---|
| Set | explain, display, react, show, draft, plan, organize |
| Guided response | reproduce, copy, replicate, trace, repeat, follow, reproduce, follow |
| Mechanism | build, assemble, demonstrate, fix, construct, dismantle, displays, fastens, fixes, grinds, heats, manipulates, mends, mixes, |
| Complex Overt Response | build, assemble, demonstrate, fix, construct, dismantle, displays, fastens, fixes, grinds, heats, manipulates, mends, mixes, |
| Adaptation | change, adapt, combine, alter, rearrange, reorganize, revise |
| Origination | design, arrange, invent, create, build, combine, develop, formulate |
Verbs to Avoid
Although there are many verbs that can be used to write outcomes, there are some that should be avoided. Most of the verbs that do not work well are those that focus too generally on learning and not specifically about what learners will be able to do.
For example, it can be easy to write an outcome like “At the end of this course, students will understand the importance of reducing pollution and maintaining a clean environment”.
However, the “understand” in this outcome does not tell us how students will demonstrate that understanding.
- Will students explain why reducing pollution is important?
- Could they compare polluted versus non-polluted environments?
- Will they discuss environmental issues?
Selecting verbs that clearly indicate what students are to do, not only helps clarify the learning activities but also supports the design of your assessments.
There are several verbs that fall into this ‘try-to-avoid’ category. While they may work in some situations, it is a good idea to carefully consider how to use any of these verbs when writing outcomes:
| Understand | Appreciate | Comprehend | Grasp |
| Know | See | Accept | Explore |
| Be aware of | Recognize | Learn | Perceive |
| Value | Get | Apprehend | Realize |
| Discover | Enjoy | Practice | Familiarize |
| Have a knowledge of | Recognize the importance | Demonstrate knowledge of | Demonstrate an understanding of |
| Be conscious of | Become familiar with | Be aware of | Gain insight |
References
Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives / editors, Lorin W. Anderson, David Krathwohl ; contributors, Peter W. Airasian … [et al.]. (Complete ed.). Longman.
Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.
Dave, R.H. (1970). Psychomotor levels in Developing and Writing Behavioral Objectives, pp.20-21. R.J. Arm- strong, ed. Tucson, Arizona: Educational Innovators Press. (Unavailable for purchase)
Harrow, A.J. (1972) A taxonomy of the psychomotor domain. New York: David McKay Co.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals, Handbook II: Affective domain. New York: David McKay Company.
Simpson E.J. (1972). The Classification of Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House.