Bloom’s Taxonomy: Cognitive, Affective, and Psychomotor Domains
Cognitive Domain
According to various researchers there are six levels of cognitive complexity: knowledge, comprehension,
application, analysis, synthesis, evaluation. In the chart below, note the hierarchical arrangement, which means that
higher levels subsume ability in lower levels. The higher the level, the presumably more complex mental operation
is required. Higher levels are not necessarily more desirable than lower levels, because one cannot achieve the
higher levels without an ability to use the lower levels. As one moves up into higher levels, however, the more
applicable the skills are to those needed in daily life.
Action Verbs Describing
Level Description Learning Outcomes
C6: Evaluation Requires the formation of judgments and decisions Appraise Judge
about the value of methods, ideas, people, products. Suggest Justify
Must be able to state the bases for judgments (e.g., Contrast Support
external criteria or principles used to reach Criticize Validate
conclusions.) Defend
C5: Synthesis Requires production of something unique or Categorize Devise
original. At this level, one is expected to solve Compile Formulate
unfamiliar problems in unique way, or combine Compose Predict
parts to form a unique or novel solution. Create Produce
Design
C4: Analysis Identification of logical errors (e.g., point out Break down Infer
contradictions, erroneous inference) or differentiate Deduce Outline
among facts, opinions, assumptions, hypotheses, Diagram Point out
conclusions. One is expected to draw relations Differentiate Relate
among ideas and to compare and contrast. Distinguish Separate out
Illustrate Subdivide
C3: Application Use previously acquired information in a setting Change Organize
other than the one in which it was learned. Because Compute Prepare
problems at this level are presented in a different Demonstrate Relate
and applied way, one cannot rely on content or Develop Solve
context to solve the problem. Modify Transfer
Operate Use
C2: Comprehension Some degree of understanding is required in order Convert Extend
to change the form of communication, translate, Defend Generalize
restate what has been read or heard, see connections Discriminate Infer
or relationships among parts of a communication Distinguish Paraphrase
(interpretation), draw conclusions, see Estimate Predict
consequences from information (inference). Explain Summarize
C1: Knowledge Remember or recall information such as facts, Define Name
terminology, problem-solving strategies, rules DescribeOutline
Identify Recall
Label Recite
List Select
Match State
Borich, G.D. (1996). Effective teaching methods, 3rd Ed. Englewood cliffs, NJ: Merrill.
Affective Domain
Like the cognitive domain, the affective domain is hierarchical with higher levels being more complex and
depending upon mastery of the lower levels. With movement to more complexity, one becomes more involved,
committed, and self-reliant. Note the parallel between external and internal motivation. As one moves from being
externally to internally motivated, one moves to higher levels.
Action Verbs Describing
Level Description Learning Outcomes
A5: Characteri-zation All behavior displayed is consistent with one’s Avoid
value system. Values are integrated into a Display
pervasive philosophy that never allows expressions Exhibit
that are out of character with those values. Internalize
Evaluation at this level involves the extent to which Manage
one has developed a consistent philosophy of life Require
(e.g., exhibits respect for the worth and dignity of Resist
human beings in all situations). Resolve
Revise
A4: Organization Commitment to a set of values. This level involves Abstract Formulate
1) forming a reason why one values certain things Balance Select
and not others, and 2) making appropriate choices Compare Systemize
between things that are and are not valued. One is Decide Theorize
expected to organize likes and preferences into a Define
value system and then to decide which ones will be
dominant.
A3: Valuing Display behavior consistent with a single belief or Act Express
attitude in situations where one is neither forced or Argue Help
asked to comply. One is expected to demonstrate a Convince Organize
preference or display a high degree of certainty and Debate Prefer
conviction. Display
A2: Responding One is required to comply with given expectations Applaud Participate
by attending or reacting to certain stimuli. One is Comply Play
expected to obey, participate, or respond willingly Discuss Practice
when asked or directed to do something. Follow Volunteer
Obey
A1: Receiving One is expect to be aware of or to passively attend Attend Listen
to certain stimuli or phenomena. Simply listening Be aware Look
and being attentive are the expectations. Control Notice
Discern Share
Hear
Psychomotor Domain
This domain is given primarily for information. Other courses within the curriculum stress this various levels of
psychomotor performance (e.g., Clinical Skills Laboratory, Pharmacy Practice I). Psychomotor behaviors are
performed actions that are neuromuscular in nature and demand certain levels of physical dexterity.
Action Verbs Describing
Level Description Learning Outcomes
P7: Origination Creating new movement patterns to fit a particular arranges, builds, combines,
situation or specific problem. Learning outcomes composes, constructs, creates,
emphasize creativity based upon highly developed designs, initiate, makes,
skills. Examples: Constructs a new theory. Develops originates.
a new and comprehensive training programming.
Creates a new gymnastic routine.
P6: Adaptation Skills are well developed and the individual can adapts, alters, changes,
modify movement patterns to fit special rearranges, reorganizes, revises,
requirements. Examples: Responds effectively to varies.
unexpected experiences. Modifies instruction to
meet 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).
P5: Complex Overt The skillful performance of motor acts that involve assembles, builds, calibrates,
Response complex movement patterns. Proficiency is constructs, dismantles, displays,
indicated by a quick, accurate, and highly fastens, fixes, grinds, heats,
coordinated performance, requiring a minimum of manipulates, measures, mends,
energy. This category includes performing without mixes, organizes, sketches.
hesitation, and automatic performance. For example, NOTE: The Key Words are the
players will often utter sounds of satisfaction or same as Mechanism, but will
expletives as soon as they hit a tennis ball or throw a have adverbs or adjectives that
football, because they can tell by the feel of the act indicate that the performance is
what the result will produce. Examples: Maneuvers quicker, better, more accurate,
a car into a tight parallel parking spot. Operates a etc.
computer quickly and accurately. Displays
competence while playing the piano.
P4: Mechanism This is the intermediate stage in learning a complex assembles, calibrates, constructs,
skill. Learned responses have become habitual and dismantles, displays, fastens,
the movements can be performed with some fixes, grinds, heats, manipulates,
confidence and proficiency. Examples: Use a measures, mends, mixes,
personal computer. Repair a leaking tap. Drive a car. organizes, sketches.
P3: Guided Response The early stages in learning a complex skill that copies, traces, follows, react,
includes imitation and trial and error. Adequacy of reproduce, responds
performance is achieved by practicing. Examples:
Performs a mathematical equation as demonstrated.
Follows instructions to build a model. Responds to
hand-signals of instructor while learning to operate a
forklift.
P2: Set Readiness to act. It includes mental, physical, and begins, displays, explains, moves,
emotional sets. These three sets are dispositions that proceeds, reacts, shows, states,
predetermine a person's response to different volunteers.
situations (sometimes called mindsets). Examples:
Knows and acts upon a sequence of steps in a
manufacturing process. Recognize one's abilities and
limitations. Shows desire to learn a new process
(motivation). NOTE: This subdivision of
Psychomotor is closely related with the “Responding
to phenomena” subdivision of the Affective domain.
P1: Perception The ability to use sensory cues to guide motor chooses, describes, detects,
activity. This ranges from sensory stimulation, differentiates, distinguishes,
through cue selection, to translation. Examples: identifies, isolates, relates,
Detects non-verbal communication cues. Estimate selects.
where a ball will land after it is thrown and then
moving to the correct location to catch the 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.
Borich, G.D. (1996). Effective teaching methods, 3rd Ed. Englewood cliffs, NJ: Merrill.
