The document discusses Bloom's Taxonomy, which is a framework for classifying educational goals and objectives into levels of complexity and specificity. It identifies three domains: cognitive, affective, and psychomotor. The cognitive domain deals with mental skills and knowledge. It was further broken down into six levels moving from basic recall to more complex skills of evaluation. The affective domain addresses growth in feelings and attitudes. The psychomotor domain involves physical skills and manual tasks. Later work expanded on Bloom's Taxonomy, especially in the psychomotor domain.

1. Bloom’s Taxonomy
HINA JALAL
(PHD SCHOLAR GCUF)

2. Bloom's taxonomy is a set of three hierarchical models used to classify educational
learning objectives into levels of complexity and specificity. The models were named
after Benjamin Bloom, who chaired the committee of educators that devised the
taxonomy.
The cognitive domain list has been the primary focus of most traditional education and
is frequently used to structure curriculum learning objectives, assessments, and
activities. The committee identified three domains of educational activities or
learning (Bloom, et al. 1956):
Bloom’s Taxonomy

3. 1. Cognitive: mental skills (knowledge)
2. Affective: growth in feelings or emotional areas (attitude or self)
3. Psychomotor: manual or physical skills (skills)

4. Cognitive Domain (1956)

5. 1. Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the recall of a
pattern, structure, or setting.”
2. Comprehension “refers to a type of understanding or apprehension such that the individual knows what is being
communicated and can make use of the material or idea being communicated without necessarily relating it to other
material or seeing its fullest implications.”
3. Application refers to the “use of abstractions in particular and concrete situations.”
4. Analysis represents the “breakdown of a communication into its constituent elements or parts such that the relative
hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”
5. Synthesis involves the “putting together of elements and parts so as to form a whole.”
6. Evaluation engenders “judgments about the value of material and methods for given purposes.”
Cognitive Domain (1956)

7. Simpson (1972) built this taxonomy on the work of Bloom and others:
1. Perception –awareness; Sensory cues guide motor activity.
2. Set - : Readiness to act; Mental, physical, and emotional dispositions that make one respond in a certain way to a situation.
3. Guided Response - First attempts at a physical skill. Trial and error coupled with practice lead to better performance.
4. Mechanism - basic proficiency; The intermediate stage in learning a physical skill. Responses are habitual with a medium
level of assurance and proficiency.
5. Complex Overt Response – Expert; Complex movements are possible with a minimum of wasted effort and a high level
of assurance they will be successful.
6. Adaptation - Movements can be modified for special situations.
7. Origination – creative; New movements can be created for special situations.
Psychomotor Domain Taxonomy (1972)

8. Effective Domain
Krathwohl et al, 1964

9. Effective
Domain