Taxonomy of Educational Objectives

Bloom's taxonomy is a set of three hierarchical models used to classify educational learning
objectives into levels of complexity and specificity. The three lists cover the learning objectives
in cognitive, affective and sensory domains. The cognitive domain list has been the primary
focus of most traditional education and is frequently used to structure curriculum learning
objectives, assessments and activities.

The models were named after Benjamin Bloom, who chaired the committee of educators that
devised the taxonomy. He also edited the first volume of the standard text, Taxonomy of
Educational Objectives: The Classification of Educational Goals.

History

Although named after Bloom, the publication of Taxonomy of Educational Objectives followed a
series of conferences from 1949 to 1953, which were designed to improve communication
between educators on the design of curricula and examinations.

The first volume of the taxonomy, Handbook I: Cognitive was published in 1956, and in 1964 the
second Handbook II: Affective was published. A revised version of the taxonomy for the cognitive
domain was created in 2001.

The cognitive domain (knowledge-based)

In the 1956 original version of the taxonomy, the cognitive domain is broken into the six levels
of objects listed below. In the 2001 revised edition of Bloom's taxonomy, the levels have slightly
different order is revised: Remember, Understand, Apply, Analyze, Evaluate, and Create (rather
than Synthesize)
Bloom’s Taxonomy is a classification system of the cognitive domain that describes six major
categories of cognitive processes (Kubizsyn and Borich, 1993)
 1. Knowledge (Remembering)

Knowledge involves recognizing or remembering facts, terms, basic concepts, or answers without
necessarily understanding what they mean.

Key Words (Verbs) — Defines, States, Describes, Identifies, Knows, Labels, Enlists, Matches,
Names, Outlines, Recalls, Tells, Recognizes, Reproduces, Selects, Arranges, Quotes, Repeat,
and Enumerates.

Examples (Learning Objectives) — The student will be able to; Define a term. Recite few verses
from the text. Label different parts of diagram.

2. Comprehension (Understanding)

Comprehension involves demonstrating an understanding of facts and ideas by organizing,

summarizing translating, generalizing, giving descriptions, and stating the main ideas.

Key Words (Verbs) — Comprehends, Converts, Describes, Distinguishes, Estimates, Explains,

Extends, Generalizes, Gives an example, Infers, Interprets, Paraphrases, Predicts, Rewrites,
Summarizes, and Translates.

Examples (Learning Objectives) — The student will be able to; Give an example of a scientific
fact from daily life. Explain a concept or piece of knowledge. Generalize the results of a specific
situation.

3. Application (Applying)

Application involves using acquired knowledge-solving problems in new situations by applying

acquired knowledge, facts, techniques and rules. Learners should be able to use prior
knowledge to solve problems, identify connections and relationships and how they apply in new
situations.

Key Words (Verbs) — Applies, Adapt, Ascertain, Assign, Changes, Computes, Constructs,
Demonstrates, Discovers, Manipulates, Modifies, Operates, Predicts, Prepares, Produces,
Relates, Shows, Solves, and Uses.

Examples (Learning Objectives) — The student will be able to; Uses a formula to solve given set
of values. Apply concepts and principles to new situations. Demonstrate correct usage of
grammar rules to form sentences.

4. Analysis (Analyzing)

Analysis involves examining and breaking information into component parts, determining how
the parts relate to one another, identifying motives or causes, making inferences, and finding
evidence to support generalizations.

Key Words (Verbs) — Analyzes, Breaks down, Compares, Contrasts, Draws, Deconstructs,
Differentiates, Discriminates, Distinguishes, Identifies, Illustrates, Infers, Outlines, Relates,
Diagrams, Selects, and Separates.

Examples (Learning Objectives) — The student will be able to; Identify the required parts of
speech from a given paragraph. Compare and contrast the two presidential speeches in writing.
Analyzing the organizational structure of a work (of art, music, or writing).

5. Evaluation (Evaluating)

Evaluation involves presenting and defending opinions by making judgments about information,
the validity of ideas, or quality of work based on a set of criteria.

Key Words (Verbs) — Judges, Comments, Appraises, Compares, Concludes, Contrasts,

Criticizes, Critiques, Defends, Describes, Discriminates, Evaluates, Explains, Interprets, Justifies,
Relates, Supports, and Summarizes.

Examples (Learning Objectives) — The student will be able to; Critically appreciate the given
piece of literature. Decide which proposed plan is the best. Justify the actions of your favorite
historical figure.

6. Synthesis (Creating)

Synthesis involves building a structure or pattern from diverse elements; it also refers to the act
of putting parts together to form a whole.

Key Words (Verbs) — Categorizes, Combines, Compiles, Composes, Creates, Devises, Designs,
Explains, Generates, Modifies, Organizes, Plans, Rearranges, Reconstructs, Relates,
Reorganizes, Revises, Rewrites, Summarizes, and Writes.

Examples (Learning Objectives) — The student will be able to; Write a creative essay, story or
poem on the given topic. Develop a plan for your school to save money. Formulating a new
scheme for classifying objects.
The affective domain (emotion-based)

Skills in the affective domain describe the way people react emotionally and their ability to feel
other living things pain or joy. Affective objectives typically target the awareness and growth in
attitudes, emotion, and feelings.

Krathwohl’s affective domain taxonomy is perhaps the best known of any of the affective
taxonomies. The affective domain focuses on the attitudes, values, interests, and appreciation of
learners. This domain is further categorized into following five levels through the lowest-order
processes to the highest.;

1. Receiving

Receiving refers to the student’s willingness to attend to particular phenomena or stimuli

(classroom activities, textbook, music, etc.). From a teaching standpoint, it is concerned with
getting, holding, and directing the student’s attention. Learning outcomes in this area range from
the simple awareness that a thing exists to selective attention on the part of the learner. Receiving
represents the lowest level of learning outcomes in the affective domain.

The lowest level; the student passively pays attention. Without this level, no learning can occur.
Receiving is about the student's memory and recognition as well.

Key Words (Verbs) — Asks, Chooses, Shows willingness, Describes, Follows, Pays attention,
Holds, Identifies, Locates, Names, Points to, Selects, Sits attentively.

Examples (Learning Outcomes) — The Pupil; Listens attentively to teacher. Shows awareness of
the importance of learning. Attends closely to the classroom activities.
 2. Responding

Responding refers to active participation on the part of the student. At this level he not only attends
to a particular phenomenon but also reacts to it in some way. Learning outcomes in this area may
emphasize acquiescence in responding (reads beyond assignments) or satisfaction in responding
(reads for pleasure or enjoyment). The higher levels of this category include those instructional
objectives that are commonly classified under interest; that is, those that stress the seeking out
and enjoyment of particular activities.

The student actively participates in the learning process, not only attends to a stimulus; the
student also reacts in some way.

Key Words (Verbs) — Answers, Replies, Responds, Assists, Complies, Conforms, Discusses,
Greets, Helps, Labels, Performs, Practices, Presents, Reads, Recites, Tells, Reports, Selects,
Writes.

Examples (Learning Outcomes) — The Pupil; Responds to the teacher’s question. Participates in
a group discussion. Gives a presentation. Complies with procedures or follows directions.

3. Valuing

Valuing is concerned with the worth or value a student attaches to a particular object,
phenomenon, or behavior. This ranges in degree from the simpler acceptance of a value (desires
to improve group skills) to the more complex level of commitment (assumes responsibility for the
effective functioning of the group). Valuing is based on the internalization of a set of specified
values, but clues to these values are expressed in the student’s overt behavior that is consistent
and stable enough to make the value clearly identifiable. Instructional objectives that are
commonly classified under attitudes and appreciation would fall into this category.

The student attaches a value to an object, phenomenon, or piece of information. The

student associates a value or some values to the knowledge they acquired.

Key Words (Verbs) — Completes, Describes, Differentiates, Explains, Follows, Forms, Initiates,
Invites, Joins, Justifies, Proposes, Reads, Reports, Shares, Studies, Works.

Examples (Learning Outcomes) — The Pupil; Demonstrates problem solving attitude.

Appreciates good literature. Supports ideas to improve proficiency.

4. Organizing

Organizing is concerned with bringing together values, resolving conflicts between them, and
beginning the building of an internally consistent value system. Thus, the emphasis is on
comparing, relating, and synthesizing values. Learning outcomes may be concerned with the
conceptualization of a value (recognizes the responsibility of each individual for improving human
relations) or with the organization of a value system (develops a vocational plan that satisfies his
need for both economic security and social service). Instructional objectives relating to the
development of a philosophy of life would fall into this category.
The student can put together different values, information, and ideas, and can accommodate them
within his/her own schema, the student is comparing, relating and elaborating on what has been
learned.

Key Words (Verbs) — Adheres, Alters, Arranges, Combines, Compares, Completes, Defends,
Explains, Generalizes, Identifies, Integrates, Modifies, Orders, Organizes, Prepares, Relates,
Synthesizes.

Examples (Learning Outcomes) — The Pupil; Spends more time in study than sports. Prioritizes
time effectively to meet the needs of the study, family, and self. Understands and accepts own
strengths and weaknesses.

5. Characterizing

At Characterization level of the affective domain, the individual has a value system that has
controlled his behavior for a sufficiently long time for him to develop a characteristic life style.
Thus, the behavior is pervasive, consistent, and predictable. Learning outcomes at this level cover
a broad range of activities, but the major emphasis is on the fact that the behavior is typical or
characteristic of the student. Instructional objectives that are concerned with the student’s general
patterns of adjustment (personal, social, emotional) would be appropriate here.

The student at this level tries to build abstract knowledge.

Key Words (Verbs) — Acts, Discriminates, Displays, Influences, Listens, Modifies, Performs,
Practices, Proposes, Qualifies, Questions, Revises, Serves, Solves, Uses, Verifies.

Examples (Learning Outcomes) — The Pupil; Shows self-reliance when working independently.
Cooperates in group activities (displays teamwork). Uses an objective approach in problem
solving. Values people for what they are, not how they look.

The psychomotor domain (action-based)

Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument
like a hand or a hammer. Psychomotor objectives usually focus on change and/or development
in behavior and/or skills.

Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but
since then other educators have created their own psychomotor taxonomies.

This domain is characterized by progressive levels of behaviors from observation to mastery of a

physical skill. Several different taxonomies exist.

Behavioral Objectives in the Social Sciences

Description of Behavioral Objectives

A behavioral objective is a learning outcome stated in measurable terms, which gives direction
to the learner's experience and becomes the basis for student evaluation.... Cognitive objectives
emphasize intellectual outcomes, such as knowledge, understanding, and thinking skills.
Guidelines on how to prepare Behavioral Objectives

The objective should be derived from a standard of a lesson or a unit,

The process for creating an objective should specify student’s behavior.

An objective should concentrate on new experiences to be acquired not the old ones.

An objective should be more specific & be clearly stated. (addresses one topic)

An objective should be observable & measurable

An objective should be realistic and achievable in a period of time.

An objective should be aligned with other teaching elements

Creating Practicum Learning Objectives

Enrollment in Practicum requires the student, in consultation with a faculty advisor, to develop
learning objectives based on the job description. Learning objectives are behavioral based and
measurable statements that will ultimately help support desired outcomes and incorporate specific
actions and activities.

Learning objectives focus your efforts during the internship. Discussing your learning goals with
your faculty advisor allows you to gain input on how your work relates to your academic pursuits.
Sharing your goals with your supervisor helps ensure that you spend your time productively and
everyone is aware of the learning you hope to achieve.

To be useful, learning objectives should be

SMART: Specific Measurable Attainable Realistic Time bound
Types of learning objectives include:

Knowledge – the acquisition or application of learning and understanding factual information,

terminology, and/or concepts. Typically within these goals, you will be building upon previously
learned knowledge from the classroom or individual learning.

Skills – what you want to learn how to do or a skill you wish to develop further.

Attitude – attitudes, values, and/or characteristics you believe to be important to your development
and wish to improve upon.

Career Growth – career exploration, self-assessment, networking, shadowing and similar

activities that will enhance your career decision and management.

For each learning objective, address the following questions:

1. What do I want to learn or do?

2. What are my action steps and deadlines?
3. What information or resources are needed to complete my objective?
4. How will I demonstrate that I achieved my objective?