The document describes Bloom's Taxonomy, which is a classification system used to define and distinguish different levels of human cognition. It provides three domains - cognitive, psychomotor, and affective. The cognitive domain refers to knowledge and intellectual skills. It includes six levels from basic recall to evaluation. The psychomotor domain includes physical movement skills ranging from perception to complex adaptation. The affective domain focuses on attitudes, appreciation, values and motivation with levels from receiving to characterizing. Bloom's Taxonomy provides a framework to organize educational goals and objectives to clarify expectations and alignment between teaching and assessment.

1. Rabado, Jennefer
Bacquiano, Jhenny
de Mira, Ma ry Grace

2. February 21, 1913 –
September 13, 1999

3. ◎ Created on 1956
◎ Collaborated with Max Englehart, Edward Furst,
Walter Hill, and David Krathwohl.
◎ a set of three hierarchical models used to classify
educational learning objectives into levels of
complexity and specificity.

6. Three (3) types of learning outcomes:
COGNITIVE
• referring to acquired mental skills
6
PSYCHOMOTOR
• referring to acquired manual or physical
skills
AFFECTIVE
• referring to acquired growth in feeling
or emotion
◎ https://www.slideshare.net/qbjbl720/the-outcomes-of-
student-learning

7. COGNITIVE (knowledge)
- referring to mental skills
1
7

8. The Original Taxonomy The Revised Taxonomy)

10. In the revised taxonomy, knowledge is at the
basis of these six cognitive processes
• Knowledge of terminology
• Knowledge of specific details and elements
Factual
Knowledge
• Knowledge of classifications and categories
• Knowledge of principles and generalizations
• Knowledge of theories, models, and structures
Conceptual
Knowledge
• Knowledge of subject-specific skills and algorithms
• Knowledge of subject-specific techniques and methods
• Knowledge of criteria for determining when to use appropriate
procedures
Procedural
Knowledge
• Strategic Knowledge
• Knowledge about cognitive tasks, including appropriate contextual
and conditional knowledge
• Self-knowledge
Metacognitive
Knowledge
https://cft.vanderbilt.edu/guides-sub-pages/blooms-
taxonomy/

13. PSYCHOMOTOR DOMAIN
(skills)
- referring to manual or physical skills
2
13

14. What is a Psychomotor Domain Objectives?
◎ It discreet physical functions, reflex actions
and interpretative movements
◎ 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
◎ Refers to natural, autonomic responses or
reflexes
14

15. ◎Are concerned with how a student
controls or moves his body
◎Emphasize some muscular or motor skill
such as use of precision instruments or
tools or athletic performance
◎Include examples of like typing 25 words
per minute, printing letters correctly,
painting a picture, or dribbling a
basketball
15

16. LEVELS OF PSYCHOMOTOR DOMAIN
16

17. 17

18. LEVELS OF PSYCHOMOTOR DOMAIN
◎ Perception
• The ability to use sensory cues to guide motor
activity. This ranges from sensory stimulation,
through cue selection, to translation
Examples:
18
Color Listen Note
Describe Look Observe
Find Measure
Record

19. ◎ Set
• Readiness to act. It includes mental,
physical, and emotional sets. These three
sets are dispositions that predetermine a
person's response to different
situations(sometimes called mindsets)
Examples:
19
Assemble Demonstrate Imitate
Construct Execute Manipulate
Copy Handle Perform

20. ◎ Guided Response
• The early stages in learning a complex
skill that includes imitation and trial and
error. Adequacy of performance is
achieved by practicing
Examples:
20
Assemble Experiment Measure
Connect Handle Relate
Convert Manipulate Use

21. ◎ Mechanism
• This is the intermediate stage in
learning a complex skill. Learned
responses have become habitual and
the movements can be performed
with some confidence and proficiency
Examples:
21
Devise Manipulate Spell Out
Execute Operate Use
Install Perform

22. ◎ Complex Overt Response
• The skillful performance of motor acts that involve
complex movement patterns.Proficiency is indicated by
a quick, accurate, and highly coordinated performance,
requiring a minimum of energy
• This category includes performing without hesitation,
and automatic performance. For example, players are
often utter sounds of satisfaction or expletives as soon
as they hit a tennis ball or throw a football, because
they can tell by the feel of the act what the result will
produce
Examples:
22
Assemble Convert Measure
Conduct Label Use
Connect Match

23. ◎ Adaptation
• Skills are well developed and the
individual can modify movement
patterns to fit special
requirement
Examples:
23
Alter Move Shift
Change Refine Shove
Modify Revise Sift

24. ◎ Origination
• Creating new movement patterns to fit a
particular situation or specific problem.
Learning outcomes emphasize creativity
based upon highly developed skills
Examples:
24
Create
Recite and
Count
Remember
and Apply
Discard and
Substitute
Recall and
Use
Repair and
Use
Recycle and
Use
Select and
Discard
Recapitulate

25. AFFECTIVE DOMAIN (attitude)
- deal with situations emotionally such as feeling,
appreciation, enthusiasm, motivation, values and attitude
3
25

26. 26
CHARACTERIZING Internalize and beliefs in the value
ORGANIZING
Accepts different viewpoints, compare
and relates with other values
VALUING
Attaches importance / worth to the
information gained
RESPONDING
Inquiry, Response
(Active Mode)
RECEIVING
Listen, Read
(Passive Mode)
LEVELS OF AFFECTIVE DOMAIN
BLOOM’S TAXONOMY

27. 27
CATEGORIES/LEV
ELS
OUTCOMES VERBS
RECEIVING
Select, point to, sit, choose, describe, follow,
hold, identify, name, reply
RESPONDING
Answer, assist, comply, conform, discuss,
greet, help, perform, practice, read, recite,
report, tell, write
VALUING
Complete, demonstrate, differentiate,
explain, follow, invite, join, justify, propose,
report, share, study, perform
ORGANIZING
Arrange, combine, complete, adhere, alter,
defend, explain, formulate, integrate,
organize, relate, synthesize
CHARACTERIZING
Act, display, influence, listen, discriminate,
modify

28. Why Use Bloom’s Taxonomy?
The authors of the revised taxonomy suggest a multi-
layered answer to this question, to which the author
of this teaching guide has added some clarifying
points:
 Objectives (learning goals) are important to establish in a
pedagogical interchange so that teachers and students alike
understand the purpose of that interchange.
Organizing objectives helps to clarify objectives for
themselves and for students.
Having an organized set of objectives helps teachers to:
“plan and deliver appropriate instruction”;
“design valid assessment tasks and strategies”;and
“ensure that instruction and assessment are aligned with the
objectives.”

30. Thanks You!
30