Bloom's Taxonomy was created in 1956 by educational psychologist Benjamin Bloom to promote higher forms of thinking in education beyond rote memorization. It categorizes educational goals according to their complexity, from basic recall to evaluation and creativity. The taxonomy divides educational objectives into three domains: Cognitive (knowledge and intellectual skills), Affective (growth in feelings, attitudes, and values), and Psychomotor (physical skills). Each domain contains hierarchical levels of objectives, from basic to complex. Bloom's Taxonomy provides a framework to set appropriate learning goals and assess student comprehension.

1. Bloom’s Taxonomy of
objectives.

2. TAXONOMY
Taxonomy is the branch of science concerned with classification; It’s a scheme
of classification.
OBJECTIVE
According To Sir JJ Guilbert, “Objective refers to the result sought by the
learner at the end of the educational programme i.e. what the students should
be able to do at the end of a learning period, that they could not do before
hand.”

3. Bloom's Taxonomy was created in 1956
•Under the leadership of educational psychologist Dr. Benjamin
Samuel Bloom
•In order to promote higher forms of thinking in education rather
than just remembering facts (rote learning).
•This taxonomy was created to categorize a continuum of
educational objectives. Which would also allow us to select
appropriate classroom assessment techniques for any course.

4. •Benjamin Bloom (1956) Cognitive Objectives
•Krath Wohl , Bloom & Maria (1964) Affective
Objectives
•Simpson (1966) , Harrow (1972) Psychomotor
Objectives

5. Cognitive domain affective domain psychomotor domain
knowledge receiving perception comprehension
responding set application valuing guided response
analysis organization mechanism synthesis
characterization complex overt response evaluation.

6. Cognitive Domain (HEAD)
Affective Domain (HEART)
Psychomotor Domain (HAND)
KNOWLEDGE
*Lowest level of objectives.
*Primarily aims for the acquisition of knowledge concerning facts, terminology.
*Methods & processes, generalized principles, theories & structures.

7. Knowledge of specifies Knowledge of Ways & means of
dealing with specifies Knowledge of universal & abstractions.
COMPREHENSION - Translation Interpretation Extrapolation.

8. Application Generalization of facts, laws, principles &
theories Diagnosis Of pupil’s weakness Application of
contents, terms & laws by the pupils.

9. 1.Analysis of elements Analysis of relationship Analysis of
organized principles.
2.Synthesis Unique combination by arranging different
elements Suggests new plans by combining all elements
Establish an abstract relationship among different elements.

10. EVALUATION-Judgment in terms of internal evidences
Judgement in terms of external evidences.
RESPONDING-Acquiescence in responding Willingness to
respond Satisfaction in response.

11. Naturealization Articulation
Precision Manipulation
Imitation.

12. 1.IMITATION At this level the learner will
•directly copy action seen
•replicate what’s directly observed
•Example: align his /her own car seat exactly as advised
by the driving instructor.

13. 2. MANIPULATION At this level the learner will
•reproduce activity by instruction
•reproduce activity by memory
Example: look into back and side mirror every time you intend to take a
turn.

14. 3. PRECISION At this level the learner will
•execute skill independent of help
example: slow the car down in anticipation of a
red light without being Instructed.

15. 4. ARTICULATION At this level the learning will
•adopt expertise to complete a non-standard
objective
Examples: stop behind a parked car to give way
to an incoming vehicle without instruction

16. 5. NATURALIZATION At this level the learner will
•Automate skills
•Unconscious mastery of skills
Example:- pass a practical driving test by
independently driving satisfactorily.

17. Complex overt response
Mechanism Guided response
Set Perception

18. • Lowest level in Psychomotor Domain.
•Primarily determined with activities relating to senses.
•Acquired through experience & systematic training.

19. SET Initial adjustment which occurs for specific
activities & experiences related with:
•Mental
•Physical
•Emotional

20. GUIDED RESPONSE Initial stage of developing
•A practical skill
•External behavior Of a leaner under guidance of
another person

21. MECHANISM At this level development of
•Self confidence
•Skills for doing some task

22. COMPLEX OVERT RESPONSE
•Highest level of Psychomotor Domain
•Leaner acquires so much efficiency & skills that
can accomplish the most complex task with
minimum energy and time

23. CONCLUSION
•Bloom’s Taxonomy is simply a classification
system for educational goals that tie in to the
level of student comprehension that is necessary
for achievement or mastery.
•Bloom ‘s Taxonomy helpful for a teacher in
making his teaching learning process effective