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Name: Alwyn D. Nacional Year/Course:3 Beed

Bloom's taxonomy is a framework for categorizing educational goals, established by Benjamin Bloom in 1956, which includes three domains: cognitive, affective, and psychomotor. The cognitive domain, focusing on intellectual skills, was revised in 2001 to include levels such as Remember, Understand, and Create. While widely used in education for curriculum and assessment design, the taxonomy has faced criticism regarding its hierarchical structure.

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10 views1 page

Name: Alwyn D. Nacional Year/Course:3 Beed

Bloom's taxonomy is a framework for categorizing educational goals, established by Benjamin Bloom in 1956, which includes three domains: cognitive, affective, and psychomotor. The cognitive domain, focusing on intellectual skills, was revised in 2001 to include levels such as Remember, Understand, and Create. While widely used in education for curriculum and assessment design, the taxonomy has faced criticism regarding its hierarchical structure.

Uploaded by

ALWYN NACIONAL
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Name: Alwyn D.

Nacional

Year/Course:3rd BEED

Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee


of educators chaired by Benjamin Bloom in 1956. It was first introduced in the
publication Taxonomy of Educational Objectives: The Classification of Educational Goals. The
taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based),
affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and
abilities. These domains are used by educators to structure curricula, assessments, and teaching
methods to foster different types of learning.

The cognitive domain, the most widely recognized component of the taxonomy, was originally
divided into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and
Evaluation. In 2001, this taxonomy was revised, renaming and reordering the levels as
Remember, Understand, Apply, Analyze, Evaluate, and Create. This domain focuses on
intellectual skills and the development of critical thinking and problem-solving abilities.

The affective domain addresses attitudes, emotions, and feelings, moving from basic awareness
and responsiveness to more complex values and beliefs. This domain outlines five levels:
Receiving, Responding, Valuing, Organizing, and Characterizing.

The psychomotor domain, less elaborated by Bloom's original team, pertains to physical skills and
the use of motor functions. Subsequent educators, such as Elizabeth Simpson, further developed
this domain, outlining levels of skill acquisition from simple perceptions to the origination of new
movements.

Bloom's taxonomy has become a widely adopted tool in education, influencing instructional
design, assessment strategies, and learning outcomes across various disciplines. Despite its
broad application, the taxonomy has also faced criticism, particularly regarding the hierarchical
structure of cognitive skills and its implications for teaching and assessment practices.

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