Texonomical levels of cognitive domain

1. Bloom’s Taxonomy
DR MUHAMMAD AZEEM
DIRECTOR RESEARCH
PUNJAB EXAMINATION COMMISSION (PEC)
03007612015

2. Activity
Write a question on
provided page to ask your
students
Hint: Write your subject related question

3. Learning Process
Curriculum
Instruction Assessment
Students

4. An introduction to Bloom's Taxonomy
1. Taxonomy of Educational Objectives
2. Taxonomy of Educational learning Objectives
3. Recognized as learning theory
Bloom's Taxonomy comprises three learning domains:
A hierarchy exist in these domains that corresponds to different levels of learning.
Domain Description
1 Cognitive Intellectual
2 Affective Feeling
3 Psychomotor Sensory

5. Activity

6. Revision (Cognitive hierarchy)
The hierarchy of the
cognitive domain of
Bloom's Taxonomy
(1956).
Anderson and
Krathwol's (2001)
revision to Bloom's
cognitive hierarchy.

7. Action Verbs
1. Understanding of demand of learning objectives/SLOs
2. Subject-wise may differ in meanings
3. Help in Item Development
4. Help in development of rubrics
5. Interpret students’ level of learning

8. Remembering
Recalling items of information
ACTION VERBS
Recall, identify, recognize, acquire, distinguish, state, define, name, list, label, reproduce,
order, indicate, record, relate, repeat, select, tell, describe, match, locate, report, choose, cite,
outline, complete, draw, find, give, isolate, pick, put, show
1. Sample learning outcome:
a) Identify living things among given things
b) Define speed
c) Recall that sentences comprise of Subject + Predicate
d) Recognize the function of wh forms used in questions.
2. Sample assessment/activity: Generally MCQs

9. Example
Aslam is a boy. Aslam gets up early in
the morning. Aslam goes to school daily.
Aslam plays many games with her sister
Samina. Aslam runs very fast.
Who runs very fast?

10. Understand
Constructing meaning from information
ACTION VERBS
Translate, extrapolate, convert, interpret, abstract, transform, select, indicate, illustrate,
represent, formulate, explain (who/what/when/where/that/how), classify, describe, discuss,
express, identify, locate, paraphrase, recognize, report, restate, review, summarize, find,
relate, define, clarify, diagram, outline, compare, contrast, derive, arrange, estimate, extend,
generalize, give examples, ask, distinguish, Describe, Sketch
1. Sample learning outcome:
a) Classify and change the gender (masculine, feminine, neuter) of more nouns from
immediate and extended environment (masculine, feminine, neuter).
b) Describe the sources of water on Earth.
c) Recognize the role of NASA (National Aeronautic and Space Administration) in
space exploration.
2. Sample assessment/activity: Generally MCQ/RRQ

11. Example
Aslam is a boy. He gets up early in the
morning. He goes to school daily. He
plays many games with her sister
Samina. He runs very fast.
Who runs very fast?

12. Applying
Using information in new situations
ACTION VERBS
Apply, sequence, carry out, solve, prepare, operate, generalize, plan, repair, explain, predict,
instruct, compute, use, perform, implement, employ, construct, demonstrate, give examples,
illustrate, interpret, investigate, practice, measure, operate, adjust, show, report, paint, draw,
collect, dramatize, classify, order, change, write, manipulate, modify, organize, produce,
schedule, translate, complete, examine, advocate, persuade, resolve
1. Sample learning outcome:
a) Apply while reading strategies to interact with text to: • skim common graphical features
such as pictures, tables, illustrations, maps and graphs etc. in texts to increase understanding
b) Illustrate the conditions necessary for seed germination.
c) Investigate possibilities and suggest ways to reduce non-biodegradable materials.
2. Sample assessment/activity: Generally MCQ/CRQ

13. Example
Aslam is a boy. He gets up early in the
morning. He goes to school daily. He
plays many games with her sister
Samina. He runs very fast.
Write about yourself

14. Analyzing
Distilling and/or organizing information into its components; solving problems
ACTION VERBS
Analyze, estimate, detect, discover, discriminate, explore, distinguish, catalogue, investigate, break
down, order, determine, differentiate, dissect, examine, interpret, calculate, categorize, debate,
diagram, experiment, question, solve, test, dissect, deconstruct, focus, find coherence, survey,
compare, contrast, classify, investigate, outline, separate, structure, categorize, determine
evidence/premises and conclusions, appraise, criticize, debate, illustrate, infer, inspect, inventory,
select, deduce, induce, argue, balance, moderate, identify, explain (how/why), challenge, question,
prove
1. Sample learning outcome:
a) Analyze a simple paragraph to recognize that a paragraph comprises a group of
sentences that develop a single main idea
b) Outline the functions of brain
2. Sample assessment/activity: Generally CRQs/ERQs

15. Evaluating
Using standards, criteria, theories or processes to judge value
ACTION VERBS
Evaluate, argue, verify, assess, test, judge, rank, measure, appraise, select, check, justify,
determine, support, defend, criticize, critique, weigh, assess, choose, decide, estimate, grade,
rate, revise, score, coordinate, select, choose, debate, deduce, induce, recommend, monitor,
compare, contrast, conclude, discriminate, explain (why), interpret, relate, summarize,
challenge, question, advocate, persuade
1. Sample learning outcome:
a) Compare and contrast the structure and function of a chickpea and Maize seed.
b) Evaluate strong and weak concentrations of simple solutions.
2. Sample assessment/activity: Generally ERQs

16. Video
Bloom’s Taxonomy: Cognitive Domain

17. Creating
Relating items of information to each other, integrating them, and generating something new
ACTION VERBS
plan, integrate, formulate, propose, specify, produce, organize, theorize, design, build, systematize,
combine, summarize, restate, discuss, derive, relate, generalize, conclude, produce, arrange,
assemble, collect, compose, construct, create, perform, prepare, propose, strategize, compare,
contrast, hypothesize, invent, discover, present, write, deduce, induce, bring together, pretend,
predict, strategize, modify, improve, set up, adapt, solve, categorize, devise, explain (why), generate,
manage, rearrange, reconstruct, relate, reorganize, revise, argue, extend, project, advocate,
persuade, resolve, Sketch
1. Sample learning outcome:
a) Explain the phenomenon of static electricity in everyday life.
b) Revise written work for layout, legibility and vocabulary.
c) Use summary skills to mark important points and develop a mind map to
summarize a text.
2. Sample assessment/activity: Generally ERQs

18. Selection of item format
MCQs
Classify
Identify
Recall
Match
Recognize

19. Starting point of Alignment of Items
An action verb from taxonomy must be carefully aligned to students’ learning outcomes SLOs.
SLO: Explain the phenomenon of static electricity in everyday life.
Action Verb: Explain
Demand of depth of SLO’s level: Evaluate/Creating
Rationale: Students can explain with various unseen examples the phenomenon of static
electricity in everyday life.

21. Affective Domain

24. Video
Bloom’s Taxonomy: Affective Domain

25. Psychomotor Domain of Taxonomy

26. Psychomotor Domain
(physical - skills )
The Psychomotor domain was established to
address skills development relating to manual
tasks and physical movement, however it also
concerns and covers modern day business and
social skills such as communications and public
speaking.

27. Psychomotor
Habit
Practice
Imitation

28. Psychomotor Domain

31. Category Explanation/Behaviour Example
Imitation Student can copy a demonstration
(Observing and patterning behavior after
someone else)
Copying a work of art.
Manipulation Student can perform a skill following an
explanation
(Being able to perform certain actions by
following instructions and practicing.)
Creating work on one’s own, after
taking lessons, or reading about it.
Precision Student can perform a skill to a good standard
(Refining, becoming more exact. Few errors are
apparent.)
Working and reworking something, so
it will be “just right.”
Articulation Student can perform a number of skills together
(Coordinating a series of actions, achieving
harmony and internal consistency.)
Producing a video that involves music,
drama, color, sound, etc.
Naturalization Student can perform without conscious thought
(Having high level performance become natural,
without needing to think much about it.)
Nancy Lopez hitting a golf ball

33. Video
Bloom’s Taxonomy: Psychomotor Domain

34. Questions?

35. Thanks

36. Activity
Write any two SLOs of your subject and identify Taxonomical level of cognitive domain