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Bloom et al.'s Taxonomy of the Cognitive Domain

Citation: Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA:
Valdosta State University. Retrieved [date], from http://www.edpsycinteractive.org/topics/cognition/bloom.html [pdf]

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Beginning in 1948, a group of educators undertook the task of classifying education goals and objectives. The
intent was to develop a classification system for three domains: the cognitive, the affective, and the
psychomotor. Work on the cognitive domain was completed in the 1950s and is commonly referred to as
Bloom's Taxonomy of the Cognitive Domain (Bloom, Englehart, Furst, Hill, & Krathwohl, 1956). Others have
developed taxonomies for the affective and psychomotor domains.

The major idea of the taxonomy is that what educators want students to know (encompassed in statements of
educational objectives) can be arranged in a hierarchy from less to more complex. The levels are understood to
be successive, so that one level must be mastered before the next level can be reached.

The original levels by Bloom et al. (1956) were ordered as follows: Knowledge, Comprehension, Application,
Analysis, Synthesis, and Evaluation. The taxonomy is presented below with sample verbs and a sample
behavior statement for each level.

SAMPLE SAMPLE
LEVEL DEFINITION
VERBS BEHAVIORS
Student recalls or
Write
recognizes The student will
List
information, define
Label
KNOWLEDGE ideas, and principles the 6 levels of Bloom's
Name
in the approximate taxonomy of the
State
form in which they cognitive domain.
Define
were learned.
The student will
Student translates, Explain
explain
comprehends, or Summarize
the purpose of
COMPREHENSION interprets information Paraphrase
Bloom's
based on prior Describe
taxonomy of the
learning. Illustrate
cognitive domain.
Student selects, trans- Use
The student will
fers, and uses data Compute
write an instructional
and principles to Solve
APPLICATION objective for each
complete a problem Demonstrate
level of Bloom's
or task with a mini- Apply
taxonomy.
mum of direction. Construct
Student distinguishes, Analyze The student will
classifies, and relates Categorize compare and contrast
ANALYSIS the assumptions, Compare the cognitive and
hypotheses, evidence, Contrast affective domains.

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or structure of a
Separate
statement or question.
The student will
Student originates, design a classification
Create
integrates, and scheme for writing
Design
combines ideas into a educational objectives
SYNTHESIS Hypothesize
product, plan or that combines the
Invent
proposal that is new cognitive, affective,
Develop
to him or her. and psychomotor
domains.
Student appraises, The student will
Judge
assesses, or critiques judge the effective-
Recommend
EVALUATION on a basis of specific ness of writing
Critique
standards and objectives using
Justify
criteria. Bloom's taxonomy.

Anderson and Krathwohl (2001) revised Bloom's taxonomy to fit the more outcome-focused modern education
objectives, including switching the names of the levels from nouns to active verbs, and reversing the order of the
highest two levels (see Krathwohl, 2002 for an overview). The lowest-order level (Knowledge) became
Remembering, in which the student is asked to recall or remember information. Comprehension, became
Understanding, in which the student would explain or describe concepts. Application became Applying, or
using the information in some new way, such as choosing, writing, or interpreting. Analysis was revised to
become Analyzing, requiring the student to differentiate between different components or relationships,
demonstrating the ability to compare and contrast. These four levels remain the same as Bloom et al.’s (1956)
original hierarchy. In general, research over the last 40 years has confirmed these levels as a hierarchy
(Anderson & Krathwohl). In addition to revising the taxonomy, Anderson and Krathwohl added a
conceptualization of knowledge dimensions within which these processing levels are used (factual, conceptual,
procedural, and metacognition).

COGNITIVE PROCESS DIMENSION

KNOWLEDGE
Remember Understand Apply Analyze Evaluate Create
DIMENSION
Interpret
Terminology
Factual Label map paragraph Use math Categorize Create short
Elements & Critique article
Knowledge List names Summarize algorithm words story
Components
book
Define Write Differentiate
Categories Describe Critique Create new
Conceptual levels of objectives levels of
Principles taxonomy in written classification
Knowledge cognitive using cognitive
Theories own words objectives system
taxonomy taxonomy taxonomy
Use
Specific Paraphrase Compare Critique Develop
problem
Skills & List steps problem convergent appropriateness original
Procedural solving
Techniques in problem solving and of techniques approach to
Knowledge process for
Criteria for solving process in divergent used in case problem
assigned
Use own words techniques analysis solving
task

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Critique
List Develop Compare
General Describe appropriateness Create an
elements of study skills elements of
Meta-Cognitive Knowledge implications of particular original
personal appropriate dimensions
Knowledge Self of learning learning style learning
learning to learning in learning
Knowledge style theory to own style theory
style style style
learning

The Center for Excellence in Learning and Teaching at Iowa State University (2011) provides an excellent
graphic representation on how these two taxonomies can be used together to generate lesson objectives.

The two highest, most complex levels of Synthesis and Evaluation were reversed in the revised model, and were
renamed Evaluating and Creating (Anderson & Krathwohl, 2001). As the authors did not provide empirical
evidence for this reversal, it is my belief that these two highest levels are essentially equal in level of
complexity. Both depend on analysis as a foundational process. However, synthesis or creating requires
rearranging the parts in a new, original way whereas evaluation or evaluating requires a comparison to a
standard with a judgment as to good, better or best. This is similar to the distinction between creative thinking
and critical thinking. Both are valuable while neither is superior. In fact, when either is omitted during the
problem solving process, effectiveness declines (Huitt, 1992).

In any case it is clear that students can "know" about a topic or subject in different ways and at different levels.
While most teacher-made tests still test at the lower levels of the taxonomy, research has shown that students
remember more when they have learned to handle the topic at the higher levels of the taxonomy (Garavalia,
Hummel, Wiley, & Huitt, 1999). This is because more elaboration is required, a principle of learning based on
finding from the information processing approach to learning.

Krathwohl, Bloom, and Masia (1956) also developed a taxonomy for the affective domain. In my opinion, this
taxonomy is really more of a reflection of attachment or valuing rather than processing affective-related
information as reflected in the cognitive taxonomy. There are three taxonomies of the psychomotor domain that
are received acceptance (Dave, 1975; Harrow, 1972; Simpson, 1972). Clark (2010) provides an overview of
these three taxonomies.

References

Anderson, L. W., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A
revision of Bloom's taxonomy of educational objectives. New York: Longman.

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Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational
objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto:
Longmans, Green.
Center for Excellence in Learning and Teaching (CELT). (2011). A model of learning objectives. Iowa
State University. Retrieved March 2011, from http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
Clark, D. (2010). Bloom's taxonomy of learning domains: The three types of learning. Big Dog & Little
Dog's Performance Juxtaposition. Edmonds, WA: Author. Retrieved from http://www.nwlink.com
/~donclark/hrd/bloom.html
Dave, R. H. (1970). Psychomotor levels. In R. J. Armstrong (Ed.), Developing and writing behavioral
objectives. Tucson, Arizona: Educational Innovators Press.
Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Orey (Ed.), Emerging perspectives
on learning, teaching, and technology. Retrieved January 2009, from http://projects.coe.uga.edu/epltt
Garavalia, L., Hummel, J., Wiley, L., & Huitt, W. (1999). Constructing the course syllabus: Faculty and
student perceptions of important syllabus components. Journal of Excellence in College Teaching, 10(1),
5-22. Available online at http://www.edpsycinteractive.org/papers/cons_course_syll.doc
Harrow, A. (1972). A taxonomy of the psychomotor domain: A guide for developing behavioral objectives.
New York: David McKay.
Huitt, W. (1992). Problem solving and decision making: Consideration of individual differences using the
Myers-Briggs Type Indicator. Journal of Psychological Type, 24, 33-44. Retrieved June 2004, from
http://www.edpsycinteractive.org/papers/prbsmbti.html
Krathwohl, D. (2002). A revision of Bloom's taxonomy: An overview. Theory Into Practice, 41(4),
212-218. Retrieved from http://www.unco.edu/cetl/sir/stating_outcome/documents/Krathwohl.pdf
Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II:
Affective domain. New York: David McKay.
Simpson E. (1972). The classification of educational objectives in the psychomotor domain. Washington,
DC: Gryphon House.

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