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 Examples Key Words [Verbs]

Remembering: Recall previ Recite a policy. Quote prices Defines, describes, identifies, knows, lab
ous learned information. from memory to a customer. els, lists, matches, names,
Knows the safety rules. outlines, recalls, recognizes, reproduces
, selects, states.
Understanding: Comprehe Rewrites the principles of tes Comprehends, converts, defends, distin
nding the meaning, t writing. Explain in guishes, estimates, explains,
translation, interpolation, a one’s own words the steps f extends, generalizes, gives an example, i
nd interpretation of or performing a complex nfers, interprets, paraphrases,
instructions and problems. task. Translates an equation i predicts, rewrites, summarizes, translat
State a problem in nto a computer es.
one’s own words spreadsheet. .
Applying: Use a concept in Use a manual to calculate an Applies, changes, computes, constructs,
a new situation or employee's vacation demonstrates, discovers,
unprompted use of an abst time. Apply laws of statistics manipulates, modifies, operates, predic
raction. Applies to evaluate the ts, prepares, produces, relates,
what was learned in the cla reliability of a written test. shows, solves, uses.
ssroom into novel
situations in the work place
Analyzing: Separates mater Troubleshoot a piece of equi Analyzes, breaks down, compares, contr
ial or concepts into pment by using logical asts, diagrams, deconstructs,
component parts so that its deduction. Recognize logical differentiates, discriminates, distinguish
organizational fallacies in reasoning. es, identifies, illustrates, infers,
structure may be understo Gathers information from a outlines, relates, selects, separates.
od. Distinguishes department and selects
between facts and inferenc the required tasks for trainin
es g.
Evaluating: Make judgment Select the most effective sol Appraises, compares, concludes, contra
s about the value ution. Hire the most sts, criticizes, critiques,
of ideas or materials. qualified candidate. Explain a defends, describes, discriminates, evalu
nd justify a new budget. ates, explains, interprets,
justifies, relates, summarizes, supports.
Creating: Builds a structure Write accompany operations Categorizes, combines, compiles, comp
or pattern from or process manual. oses, creates, devises, designs,
diverse elements. Put parts Design a machine to perform explains, generates, modifies, organizes,
together to form a a specific task. plans, rearranges,
whole, with emphasis on cr Integrates training from seve reconstructs, relates, reorganizes, revise
eating a new ral sources to solve a s, rewrites, summarizes, tells, writes.
meaning or structure. problem. Revises and proces
 s to improve the outcome.

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:

Receiving Phenomena: Listen to others with respect. Asks, chooses, describes,

Awareness, willingness to hear, Listen for and remember the follows, gives, holds, identifies,
selected attention. name of newly introduced locates, names, points to,
people. selects, sits, erects, replies,
uses.
Responding to Phenomena: Participates in class discussions. Answers, assists, aids, complies,
Active participation on the part Gives a presentation. Questions conforms, discusses, greets,
of the learners. Attends and new ideals, concepts, models, helps, labels, performs,
reacts to a particular etc. in order to fully understand practices, presents, reads,
phenomenon. Learning them. Know the safety rules and recites, reports, selects, tells,
outcomes may emphasize practices them. writes.
compliance in responding,
willingness to respond, or
satisfaction in responding
(motivation).
Valuing: The worth or value a Demonstrates belief in the Completes, demonstrates,
person attaches to a particular democratic process. Is sensitive differentiates, explains, follows,
object, phenomenon, or towards individual and cultural forms, initiates, invites, joins,
behavior. This ranges from differences (value diversity). justifies, proposes, reads,
simple acceptance to the more Shows the ability to solve reports, selects, shares, studies,
complex state of commitment. problems. Proposes a plan to works.
Valuing is based on the social improvement and follows
internalization of a set of through with commitment.
specified values, while clues to Informs management on
these values are expressed in matters that one feels strongly
the learner's overt behavior and about.
are often identifiable.
Organization: Organizes values Recognizes the need for balance Adheres, alters, arranges,
into priorities by contrasting between freedom and combines, compares,
different values, resolving responsible behavior. Accepts completes, defends, explains,
conflicts between them, and responsibility for one's formulates, generalizes,
creating a unique value system. behavior. Explains the role of identifies, integrates, modifies,
The emphasis is on comparing, systematic planning in solving orders, organizes, prepares,
relating, and synthesizing problems. Accepts professional relates, synthesizes.
values. ethical standards. Creates a life
plan in harmony with abilities,
interests, and beliefs. Prioritizes
time effectively to meet the
 needs of the organization,
family, and self.
Internalizing values Shows self-reliance when Acts, discriminates, displays,
(characterization): Has a value working independently. influences, listens, modifies,
system that controls their Cooperates in group activities performs, practices, proposes,
behavior. The behavior is (displays teamwork). Uses an qualifies, questions, revises,
pervasive, consistent, objective approach in problem serves, solves, verifies.
predictable, and most solving. Displays a professional
importantly, characteristic of commitment to ethical practice
the learner. Instructional on a daily basis. Revises
objectives are concerned with judgments and changes
the student's general patterns behavior in light of new
of adjustment (personal, social, evidence. Values people for
emotional). 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

Perception (awareness): The Detects non-verbal Chooses, describes, detects,

ability to use sensory cues to communication cues. Estimate differentiates, distinguishes,
guide motor activity. This where a ball will land after it is identifies, isolates, relates,
ranges from sensory thrown and then moving to the selects.
stimulation, through cue correct location to catch the
selection, to translation 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.
Set: Readiness to act. It includes Knows and acts upon a Begins, displays, explains,
mental, physical, and emotional sequence of steps in a moves, proceeds, reacts, shows,
sets. These three sets are manufacturing process. states, volunteers.
dispositions that predetermine Recognize one's abilities and
a person's response to different limitations. Shows desire to
situations (sometimes called learn a new process
mindsets). (motivation). NOTE: This
subdivision of Psychomotor is
closely related with the
“Responding to phenomena”
subdivision of the Affective
domain.
Guided Response: The early Performs a mathematical Copies, traces, follows, react,
stages in learning a complex equation as demonstrated. reproduce, responds.
skill that includes imitation and Follows instructions to build a
trial and error. Adequacy of model. Responds hand-signals
performance is achieved by of instructor while learning to
practicing. operate a forklift.
Mechanism (basic proficiency): Use a personal computer. Assembles, calibrates,
This is the intermediate stage in Repair a leaking faucet. Drive a constructs, dismantles, displays,
learning a complex skill. car. fastens, fixes, grinds, heats,
Learned responses have manipulates, measures, mends,
become habitual and the mixes, organizes, sketches.
movements can be performed
with some confidence and
proficiency.
Complex Overt Response Maneuvers a car into a tight Assembles, builds, calibrates,
(Expert): The skillful parallel parking spot. Operates constructs, dismantles, displays,
performance of motor acts that a computer quickly and fastens, fixes, grinds, heats,
involve complex movement accurately. Displays manipulates, measures, mends,
patterns. Proficiency is competence while playing the mixes, organizes, sketches.
indicated by a quick, accurate, piano. NOTE: The Key Words are the
and highly coordinated same as Mechanism, but will
performance, requiring a have adverbs or adjectives that
minimum of energy. This indicate that the performance is
category includes performing quicker, better, more accurate,
without hesitation, and etc.
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
Adaptation: Skills are well Responds effectively to Adapts, alters, changes,
developed and the individual unexpected experiences. rearranges, reorganizes, revises,
can modify movement patterns Modifies instruction to meet varies.
to fit special requirements. 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).
Origination: Creating new Constructs a new theory. Arranges, builds, combines,
movement patterns to fit a Develops a new and composes, constructs, creates,
particular situation or specific comprehensive training designs, initiate, makes,
problem. Learning outcomes programming. Creates a new originates.
emphasize creativity based gymnastic routine.
upon highly developed skills.

Educational Outcomes.

1. NSAT and NEAT results are interpreted against set mastery level. This means that NAST and neat fall
under
A. Intelligence test
B. Criterion- referenced test
C. Aptitude test
D. Norm-referenced test
2. At the end of periodical examination, Teacher R administered a summative test in mathematics.
After scoring the test papers she assigned grades to each test such as 95, 90, 85 80, etc. What
process did teacher R use?
A. Ranking
B. Computation
C. Measurement
 D. Evaluation

3. Teacher Paz wants to determine a student’s ability to communicate ideas in coherent verbal
sentences. Which performance assessment tool is most fit?
A. Oral questioning C. Self- report
B. Observation D. Behavior Checklist
4. Teachers Rose likes to determine whether or not a student is able to focus the microscope according
to set standards. Which assessment tool will she use?
A. Performance checklist C. Oral questioning
B. Self-report D. Observation report

5. Is traditional assessment more students-structured than teacher-structured?

A. No, it is more teacher-structured.
B. It depends on the orientation of the teacher giving the traditional assessment.
C. Yes, it is more student-structured.
D. It can be determined by the ability of the students taking the test.
6. Which are examples of authentic assessment activities?
I. Writing reports
II. Defending a thesis
III. Doing science experiment
IV. Answering a multi-matching test
A. IV only C. I and IV
B. I, II, and IV D. I, II and III

7. The following are characteristics of authentic assessment EXCEPT

A. encourages both teacher and students to determine their rate of progress
B. encourages rote learning
C. discourages passive learning
D. emphasizes student’s performance in real – world situations.
8.
1. Which of the test is the most appropriate to attain the teacher’s objective’ Multiply fractions
and reduce the product to lowest term”
A. What is the rules in multiplication of fraction,
8 6 6 ,∧8
B. Reduce , , to their lowest term.
12 8 10 12
3 15
C. The product of and is ______.
5 18
3 2
D. The sum of and is ______.
5 3

2. Which is not true?

A. Affective = emotion C. Cognitive= thinking
B. Psychomotor= Physical D. Cognitive = belief

3. The following are affective learning targets, except…..

A. Motivation C. Academic Self Concept
 B. Social relationship D. Metacognition
4. One of the affective objectives is “responding” Which of the following examples shows this
effect?
A. Students plays attention to teacher lecture about smoking
B. Students asks questions about different books.
C. Students ask for more books
D. Students develop a plan for integrating reading and sports

5. Here are 4 elements with their corresponding percentages that the K to 12 Curriculum include in
its assessment process:
Knowledge – 15%
Processes and Skills – 25%
Understanding – 30%
Product and Performance – 30%
Which conclusion can be derived from the K to 12 assessment practice?
A. Assessment puts emphasis on knowledge and processes and skills
B. Assessment practice makes use of multiple sources.
C. Assessment emphasizes most on comprehension
D. Assessment requires critical thinking and disregards recall.
6. Which questions fall under recall in Bloom’s taxonomy?
I. Who invented the…?
II. What is meant by…?
III. Where is the…?
IV. Restate in your own words…
A. I and II C. II and IV
B. I and III D. I, II, and III
7.

8. Asking the students to define a term in their own words is a measure of

A. Knowledge C. Comprehension
B. Application D. Analysis
9. What are the two highest Bloom’s level of cognitive learning?
A. Application and evaluation C. Synthesis and comprehension
B. Comprehension and analysis D. Synthesis and Evaluation
10. What is the lowest level of affective domain?
A. Responding C. Organization
B. Receiving D. Valuing
11. Application question test the student’s ability to _______.
A. Interpret what is read
B. Break down the material into component parts
C. Summarize the material presented
D. Use what was learned in new situation
12. What is an alternative assessment tool for teaching and learning consisting a collection of
works/artifacts finished or in-progress accomplished by the targeted clientele?
A. Rubrics C. Evaluation instrument
B. Achievement test D. Portfolio
 13. You would like to assess students’ ability to write portfolio. What type of test will determine
their ability to organize ideas and think critically?
A. Long test C. Formative test
B. Essay test D. Summative test

Identify what Cognitive Level shown in the following:

14.

Reliability is the same as:

A. consistency.*

B. relevancy.

C. representativeness.
 D. usefulness.

The statement that “test reliability is a necessary but not sufficient condition of test
validity” means that:

A. a reliable test will have a certain degree of validity.

B. a valid test will have a certain degree of reliability.*

C. a reliable test may be completely invalid and a valid test completely unreliable.

9. Teacher A’s lesson is about the parts of the gumamela. He asked his pupils per group to bring a real
flower to study the different parts. After the group work labeling each part, the teacher gave a test.
What would be the best type of test he can give?
A. Essay test C. matching type
B. Diary D. Journal
10. With what should be assessment of test items be aligned?
A. Monitoring and evaluation
B. Instructional Objectives
C. Instructional media
D. Content and process

Developing Classroom Assessment Tools.

11. If the Licensure Examination Test ( LET) items sample adequately the competencies listed in the
syllabi, it can be said that the LET _____ .
A. Concurrent validity C. Construct validity
B. Content validity D. Construct validity

Which of the following objectives is the highest level of Bloom’s taxonomy?

A. Identifies the meaning of item.

B. Identifies the order of the given events
C. Interpret the meaning of an idea.
D. Improves defective test items.

Which of the following test can effectively measure higher order og cognitive learning objectives?

A. Objective test
B. Achievement test
C. Completion test
D. Extended essay test