BLOOM’S TAXONOMY OF LEARNING DOMAINS

COGNITIVE DOMAIN AFFECTIVE DOMAIN

PSYCHOMOTOR DOMAIN

VYRON REY PARCON

COGNITIVE DOMAIN The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories of cognitive an processes, starting from the simplest to the most complex

Knowledge Comprehension Application Analysis Synthesis Evaluation

The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place.

THE ORIGINAL COGNITIVE OR THINKING DOMAIN

The Original Cognitive or Thinking Domain -Based on the 1956 work, The Handbook I-Cognitive Domain, behavioral objectives are divided into subsets. These subsets were arranged into a taxonomy and listed according to the cognitive difficulty, simpler to more complex forms.  As stated earlier it has been commonly known as Bloom’s Taxonomy since 1956. In 2000-01 revisions to this taxonomy were spearheaded by one of Bloom’s former students, Lorin Anderson, and one of his original partners in defining the cognitive domain, David Krathwohl. Please see my page entitled Anderson and Krathwohl – Bloom’s Taxonomy Revised for further details.

TABLE OF THE REVISED COGNITIVE DOMAIN

SAMPLE VERBSAppraise               Design           

Contrast    Judge

 Validate Compare               

 Defend  Support

 Justify  Criticize

Categorize  Devise

Devise Formulate

Compose    Predict

Create                      Produce

DOMAIN, ACTIVITIES, DELIVERY, ASSESMENT

AFFECTIVE DOMAIN

The affective domain is critical for learning but is often not specifically addressed.  This is the domain that deals with attitudes, motivation, willingness to participate, valuing what is being learned, and ultimately incorporating the values of a discipline into a way of life.  Stages in that domain are not as sequential as the cognitive domain, but have been described as the following:

Receiving (willing to listen) Responding (willing to participate) Valuing (willing to be involved) Organization (willing to be an advocate) Characterization (willing to change one’s

behaviour, lifestyle, or way of life)

Based on:Krathwohl, D.R., Bloom,B.S. and  Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company, Inc.

RECEIVING

This refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention. And is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to.

RESPONDING

This refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of satisfaction. It is also committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim.

VALUING

This refers to the learner’s beliefs and attitudes of worth – acceptance, preference, or commitment. An acceptance, preference, or commitment to a value. Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate.

ORGANIZATION

This refers to the learner’s internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system.   As values or beliefs become internalized, the leaner organizes them according to priority. It also means is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy.

CHARACTERIZATION

This refers to the learner’s highest of internalization and relates to behaviour that reflects (1) a generalized set of values; and (2) a characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs. Characterization by value or value set is to act consistently in accordance with the values he or she has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.

What is the relevance of the affective domain in education?

If we are striving to apply the continuum of Krathwohl et al. to our teaching, then we are encouraging students to not just receive information at the bottom of the affective hierarchy. We'd like for them to respond to what they learn, to value it, to organize it and maybe even to characterize themselves as science students, science majors or scientists.

We are also interested in students' attitudes toward science, scientists, learning science and specific science topics. We want to find teaching methods that encourage students and draw them in. Affective topics in educational literature include attitudes, motivation, communication styles, classroom management styles, learning styles, use of technology in the classroom and nonverbal communication. It is also important not to turn students off by subtle actions or communications that go straight to the affective domain and prevent students from becoming engaged.

In the educational literature, nearly every author introduces their paper by stating that the affective domain is essential for learning, but it is the least studied, most often overlooked, the most nebulous and the hardest to evaluate of Bloom's three domains. In formal classroom teaching, the majority of the teacher's efforts typically go into the cognitive aspects of the teaching and learning and most of the classroom time is designed for cognitive outcomes. Similarly, evaluating cognitive learning is straightforward but assessing affective outcomes is difficult. Thus, there is significant value in realizing the potential to increase student learning by tapping into the affective domain.

SAMPLE VERBSInternalize                                Resist

Abstract     Formulate

Balance   Select

Decide   Compare

Manage Theorize

Avoid Systemize

Exhibit Define  

Require Display

DOMAIN, ACTIVITIES, DELIVERY, ASSESMENT

PSYCHOMOTOR DOMAINPsychomotor objectives are those specific to discreet physical functions, reflex actions and interpretive movements. Traditionally, these types of objectives are concerned with the physically encoding of information, with movement and/or with activities where the gross and fine muscles are used for expressing or interpreting information or concepts. This area also refers to natural, autonomic response. s or reflexes.

As stated earlier, to avoid confusion, if the activity is simply something that is physical which supports another area — affective or cognitive — term the objective physical rather than psychomotor. Again, this goes to instructional intent. A primary example of something physical which supports specific cognitive development and skills might be looking through a microscope and identifying and drawing cells. Here the instructional intent of this common scientific activity is not to develop specific skilled proficiency in microscope viewing or in reproducing cells through drawing.

Reflex movementsObjectives at this level include reflexes

that involve one segmental or reflexes of the spine and movements that may involve more than one segmented portion of the spine as intersegmental reflexes (e.g., involuntary muscle contraction). These movements are involuntary being either present at birth or emerging through maturation.

Fundamental movementsObjectives in this area refer to skills or

movements or behaviors related to walking, running, jumping, pushing, pulling and manipulating. They are often components for more complex actions. Perceptual abilities

Objectives in this area should address skills related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or coordination abilities as they are related to the ability to take in information from the environment and react.

Physical abilitiesObjectives in this area should be

related to endurance, flexibility, agility, strength, reaction-response time or dexterity. Skilled movements

Objectives in this area refer to skills and movements that must be learned for games, sports, dances, performances, or for the arts.

SAMPLE VERBSAutomatically           Proportion

Spontaneously Coordination   

Effortlessly  Speed          

With ease Smoothness

With perfection  Stability

With poise Harmony  

Professionally     Integration            

Naturally     Timing

DOMAIN, ACTIVITIES, DELIVERY, ASSESMENT

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