Bloom's Taxonomy.pptx

BY : VIVEK SINGH SANGWAN
DEPT. OF MANAGEMENT & COMMERCE
QUEST GROUP OF INSTITUTIONS
BLOOM’S
TAXONOMY:
COGNITIVE DOMAIN

Are you trying to teach people without
identifying educational objectives?
If you keep doing that, your learners may
waste their time succeeding in things that
are of no use to them.
To avoid that, clarify your instructional goals
using Bloom’s taxonomy.

OUTLINE
Bloom’s
Taxonomy
01
Original
Bloom’s
Taxonomy
02
Revised
Bloom’s
Taxonomy
03
Bloom’s
Taxonomy
Levels
04
Why Bloom’s
Taxonomy Is
Important?
05
Bloom’s
Taxonomy
Examples
06

Bloom’s
Taxonomy
The word ‘Taxonomy’ means a lawful
and orderly arrangement or classification
of something.
Benjamin Samuel Bloom developed a new
vision for teaching and initiated the idea
to reduce the labour of preparing annual
comprehensive examination.
The Taxonomy of Educational Objectives
is a farmwork for classifying statements
of what we expect or intend students to
learn as a result of instruction.

Bloom’s Taxonomy
• It was developed to provide a common language for
teachers to discuss, exchange learning and
assessment methods.
• It is a detailed classification of educational objectives.
• The idea of bloom’s taxonomy is that learning is a
consecutive process. Before applying a concept in real
life, we must understand it. Before we understand a
concept, we must remember the key facts related to it.

BLOOM STARTS BLOOMING
• Met about twice a year beginning 1949 to consider progress,
make revisions, and plan the next steps.
• Original Taxonomy:- Taxonomy of Educational Objectives
: The Classification of Educational Goals. Handbook 1:
Cognitive Domain (Bloom, Engelhart, Furst, Hill &
Krathwohl).
• Revised Taxonomy:- A Taxonomy for Teaching, Learning
and Assessment (Anderson, Krathwohl, et al., 2001).
• Krathwohl, D. R. (2002). Theory Into Practice, 4 (Autumn). A
Revision Of Bloom’s Taxonomy: An Overview.

BLOOM’S OT : MORE THAN A MEASUREMENT
TOOL
Common language about
learning goals to facilitate
communication across
persons, subject matter,
and grade level;
Basis for determining for a
particular course or
curriculum, the specific
meaning of broad
educational goals, such as
those found in the
currently prevalent
national, state, and local
standards;
Means for determining the
congruence of educational
objectives, activities, and
assessments in a unit,
course, or curriculum; and
Panorama of the range of
educational possibilities
against which the limited
breadth and depth of any
particular educational
course or curriculum
could be contrasted.

ORIGINAL
TAXONOM
Y (1956)
Means of expressing qualitatively different kinds of
intellectual skills and abilities.
Been adopted for classroom use as a planning tool.
Bloom's framework divided educational objectives
into three "domains": cognitive, affective and
psychomotor or skills-based objectives.

ORIGINAL
TAXONOM
Y (OT)
Provide a way to organize thinking skills
into six levels/categories, from the most
basic (simple) to the more complex levels
of thinking and from concrete to abstract.
It represented a cumulative hierarchy;
that is mastery of each simpler category
was pre-requisite to mastery of the next
more complex one.

ORIGINAL
TAXONOM
Y (OT)
Though it was designed primarily for college
professors, it finally became popular among educators,
from K-12 teachers to corporate trainers.
This framework is important for designing a learning
experience because it helps instructors identify,
classify, and outline what students are expected to
learn in the course.
Since its publication, the book has been translated into
more than twenty-Two (22) languages and is now used
for instructional design worldwide. However, it is
currently more often applied in its revised version.

STRUCTURE OF THE ORIGINAL
TAXONOMY

ORIGINAL TAXONOMY (OT)
TAXONOMY OF EDUCATIONAL OBJECTIVES (HANDBOOK ONE, PP. 201-207):
• Knowledge “involves the recall of specifics and universals, the recall of methods and
processes, or the recall of a pattern, structure, or setting.”
Behavioral
Learning
Outcome
Cognitive
Learning
Outcome
Key Phrases for
Assessment
Teaching/Lea
rning
Methods:
Formative
Assessments
Summative
Assessments
Example
Assessment
Ability to
recall
appropriate,
learned
information
on command.
Lowest level
of learning
outcomes
arrange,
define,
describe,
duplicate,
enumerate,
identify, label,
list, match,
memorize,
name, order,
read,
recognize,
relate, recall,
repeat,
reproduce,
Lecture
Memorization
Readings
Podcast
Video
Web
information
Q & A using
clickers or
not
(Questions
are
convergent,
limited
answers)
Student
recitations
Jeopardy-like
games
Exam items
of the form:
define, label,
list,
reproduce.
Items are
convergent,
limited
answers.
Label the
parts of the
human eye

• 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.”
Behavioral
Learning
Outcome
Cognitive
Learning
Outcome
Key Phrases for
Assessment
Teaching/L
earning
Methods:
Formative
Assessments
Summative
Assessments
Example
Assessme
nt
Being able
to
translate
materials
from one
form or
format to
another by
explaining
or
summarizi
ng and
predicting
consequen
Represents
the lowest
level of
understand
ing and
interpretati
on of rote
factual
information
classify, cite,
convert, describe,
discuss, estimate,
explain, express,
generalize, give
examples,
identify, illustrate,
indicate, locate,
make sense out
of, paraphrase,
recognize, report,
restate (in own
words), review,
select,
Readings
Graphic
Organizers
Demonstrat
ion
Discussion
Q & A (oral,
clickers, one-
minute papers) .
Questions are
convergent,
limited answers.
Student
presentations or
demonstrations
within small
groups (peer
reviews); face to
face, podcasts,
videos, role
Exam items of
the form:
describe, explain,
summarize,
identify or select
Items are
convergent,
limited answers.
Student
Presentations for
instructor or
evaluator (face to
face, podcasts,
videos, role play).
Trace the
path the
stimulus
takes
from the
time light
enters the
eye to
processin
g in the
visual
cortex.

• Application: Using information and materials to solve new problems or respond to concrete situations that have a
single or best answer.
Behaviora
l
Learning
Outcome
Cognitive
Learning
Outcome
Key Phrases for
Assessment
Teaching/Learni
ng Methods:
Formative
Assessments
Summative
Assessments
Example
Assessme
nt
Applying
learned
material
such as
rules,
methods,
concepts,
principles
, laws,
and
theories.
Learning
outcome
s
demonst
rate a
higher
level of
understa
nding of
the
mechanic
s of
employin
g
informati
act, administer, apply,
articulate, assess, chart,
choose, collect,
compute, construct,
contribute, control,
demonstrate,
determine, develop,
discover, dramatize,
employ, establish,
extend, illustrate,
implement, include,
inform, instruct,
interpret, operate,
operationalize,
participate, practice,
Demonstrate
problem-solving
(Case Studies,
text problems,
scenarios)
Demonstrate
application of
rules, laws, or
theories (Case
Studies, text
problems,
scenarios)
Demonstrate
methods or
procedures
Student
demonstrati
ons within
small groups
(peer
reviews)
Q & A (oral,
clickers,
one-minute
papers)
Questions
may be
convergent
or divergent.
Video
Exam items
of the form:
Student
presentation
for instructor
or evaluator.
(Live, video,
podcast)
Exam items
of the form:
apply, use,
solve,
demonstrate,
employ
Problem set
Apply the
Opponent
Processes
color
theory to
predict
how the
world
appears
to the
major
varieties
of color
blindness
and color

• 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.”
Behavioral
Learning
Outcome
Cognitiv
e
Learning
Outcom
e
Key Phrases for
Assessment
Teaching/
Learning
Methods:
Formative
Assessments
Summative
Assessments
Example
Assessment
The student
is able to
develop
multiple
conclusions
concerning
the motives,
causes,
inferences
and
generalizatio
ns that can
Learning
outcome
s involve
a
compreh
ension
and
understa
nding of
the
content
and
analyze, appraise,
break down,
calculate,
categorize,
compare, contrast,
correlate, criticize,
diagram,
differentiate,
discriminate,
distinguish,
examine,
experiment, focus,
Case
Studies
Simulation
s
(Computer
-based,
mannequi
ns, part
task
trainers,
role plays)
Discussion
Student
presentation
within small
group (peer
review)
Q & A (oral,
clickers, one-
minute
papers)
Questions
may be
convergent or
Exam items of
the form:
analyze,
compare,
distinguish,
examine, test
(Take home,
online, or face to
face)
Portfolio entries
focused on
analyzing case
Compare
and contrast
Helmholtz’s
(1865)
“Place
Theory” to
Rutherford’s
(1886)
“Frequency
Theory”.

• Synthesis involves the “putting together of elements and parts so as to form a whole.”
Behavioral
Learning
Outcome
Cognitiv
e
Learning
Outcom
e
Key Phrases for
Assessment
Teaching/Le
arning
Methods:
Formative
Assessme
nts
Summative
Assessments
Example
Assessmen
t
The student’s
ability to
produce a
new or
original end
product.
Examples
include a
unique
communicati
on, plan of
operations
(research
proposal), or
abstract
Learning
outcome
s
emphasi
ze
creativit
y and
the
creation
of
unique
patterns
or
structur
es.
adapt, anticipate,
arrange, assemble,
collaborate, collect,
combine, communicate,
compile, compose,
construct, create,
design, develop, devise,
express, facilitate,
formulate, generate,
hypothesize,
incorporate,
individualize, initiate,
integrate, intervene,
invent, manage, model,
modify, negotiate,
Research/La
bs
Plan
development
Multiple
Case Studies
– Class or
small group
discussions
assembling
relevant
information
to produce a
hypothesis,
plan to
Small
group
discussion
s
Student
presentati
ons in
small
groups
Q & A
(oral,
clickers,
one-
minute
papers)
Exam items of
the form:
develop, plan,
prepare,
propose,
construct,
design,
formulate,
create,
assemble
Portfolio
Design and
build a model
Create a work
of art
Choose a
perceptual
disorder
and create
a device
that would
mitigate
its effects.

• Evaluation engenders “judgments about the value of material and methods for
given purposes.
Behavioral
Learning
Outcome
Cognitive
Learning
Outcome
Key Phrases for
Assessment
Teaching/Learn
ing Methods:
Formative
Assessme
nts
Summative
Assessments
Example
Assessment
Student is
able to
produce an
end product
that fulfills a
given
purpose
rather than
being
right/wrong
.
Learning
outcomes
highest
because it
contains all
other
categories
and includes
value
judgments
based on
clearly
defined
criteria.
appraise, argue,
assess, attach,
choose,
compare,
conclude,
contrast, core,
criticize, critique,
decide, defend,
estimate,
evaluate,
interpret, judge,
justify, predict,
rate, reframe,
select, support,
value
Demonstrate
process for
evaluating
research
reports based
on criteria
Case Studies –
Small group
discussions of
appropriatenes
s of
procedures,
results
Debates
Small
group
discussion
s
Q & A
(oral,
clickers,
one-
minute
papers)
Questions
may be
convergen
t or
divergent.
Exam items
of the form:
evaluate,
argue,
assess,
defend,
judge,
predict, rate,
support
Student
presentations
Evaluate the
ADA
guidelines in
light of what
you have
learned
about
blindness
and critique
its strengths
and
weaknesses.
Do you
believe the
guidelines

REVISED BLOOM’S TAXONOMY (2001)
• There are six levels of cognitive learning according to the
revised version of Bloom's Taxonomy. Each level is
conceptually different. the Six Levels are Remembering,
Understanding, Applying, Analyzing, Evaluating, And Creating.

STRUCTURE OF
THE KNOWLEDGE
DIMENSION OF
THE REVISED
TAXONOMY

STRUCTURE OF THE COGNITIVE PROCESS DIMENSION
OF THE REVISED TAXONOMY

“THE STUDENT IS ABLE TO…” OR “THE
STUDENT LEARNS TO…”
Remember Understand Apply Analyze Evaluate Create
This stage of
learning is
about
memorizing
basic facts,
dates, events,
persons, places,
concepts and
patterns
At this point,
learners might
be asked to
explain a
concept in their
own words,
describe a
mathematical
graph or clarify
a metaphor.
Now, it’s time to
use learned
facts and
abstractions in
new contexts
and particular
situations.
At this level,
students are
supposed to
break down
concepts and
examine their
relationships.
In this stage,
learners are
expected to use
their knowledge
and skills to
appraise a
situation, justify
their stand or
criticize others’
opinions. They
should be able to
point out logical
fallacies in
arguments or
compare a work
to the highest
At this level,
learners
combine known
patterns, ideas
and facts to
create original
work or
formulate their
solution to a
problem.

Eg.
1. What are the
most spoken
languages of
Bharat?
2. What is the
chemical
formula of
water?
3. Who is the
president of the
Bharat?
Students might
be asked to
discuss
phenomena
described in one
scientific paper
using terms and
concepts of
another paper.
Students might
be asked to
recognize the
genre of a
painting or
describe the
leading causes
of the Great
Depression.
1. In your
opinion, is
online piracy
ethical?
2. Do you
consider jazz
music to be
high art?
3. What are the
most absurd
arguments
against
vegetarianism?
Students might
be asked to
compose a
song, rewrite a
story in another
setting or
formulate a
hypothesis and
propose a way
of testing it.

By the end of
this lesson, the
student will be
able to recite
Newton’s three
laws of motion
Student will be
able to describe
Newton’s three
laws of motion
to in her/his
own words
Student will be
able to calculate
the kinetic
energy of a
projectile.
Student will be
able
to differentiate
between
potential and
kinetic energy.
Student will be
able to
determine
whether using
conservation of
energy or
conservation of
momentum
would be more
appropriate for
solving a
dynamics
problem.
Student will be
able to design
an original
homework
problem dealing
with the
principle of
conservation of
energy.

THE ASSOCIATED COGNITIVE PROCESSES ARE:
Remember Understand Understand Apply Analyze Evaluate
1. Recognizing
means locating
knowledge in
long-term
memory
related to
presented
material (e.g.,
recognizing
the dates of
important
historical
events).
2. Recalling is
retrieving
knowledge
from long-
term memory
(e.g., recalling
1. Interpreting
implies
changing from
one form of
representation
to another. It
might be
transforming
numerical
information
into verbal.
2.
Exemplifying i
s finding a
specific
illustration of
a concept or
principle. It
may be giving
several
5. Inferring is
drawing a logical
conclusion from
given
information. It
may be
formulating
grammatical
principles of a
foreign language
from the
presented
examples.
6. Comparing is
finding
correspondences
between two
ideas or objects
(e.g., comparing
historical events
1.
Executing is
applying a
procedure
to a familiar
task (e.g.,
calculating
the root of a
number).
2.
Implementin
g is about
applying a
procedure
to an
unfamiliar
task (e.g.,
using
Newton’s
Second Law
1. Differentiating
means
distinguishing
important from
unimportant parts
of presented
material (e.g.,
distinguishing
between relevant
and irrelevant
numbers in a
mathematical word
problem).
2. Organizing
involves identifying
how elements fit or
function within a
structure (e.g.,
finding the
hypothesis, method,
1.
Checking means
detecting
inconsistencies or
fallacies in a
process or
product. For
example, it’s
determining if a
scientist’s
conclusions follow
from observed
data.
2. Critiquing
involves finding
inconsistencies
between a product
and external
criteria. For
instance, it’s

THE ASSOCIATED COGNITIVE PROCESSES ARE:
Understand Understand Analyze Create Create Create
3. Classifying is
determining a
category of
something. An
example is the
classification of
mental
disorders.
4.
Summarizing me
ans retrieving a
general theme
of significant
points (e.g.,
writing a short
summary of a
story).
7. Explaining is
constructing a
cause-and-
effect model of
a system, for
example,
explaining the
causes of the
French
Revolution
3. Attributing
means
determining a
point of view,
bias, values, or
intent
underlying
presented
material. An
example would
be to identify
the author’s
point of view of
an essay.
1. Generating
involves coming
up with
alternative
hypotheses
based on
criteria. An
example might
be devising
multiple
solutions for a
social problem.
2. Planning is
about coming
up with a
procedure for
completing a
task (e.g.,
preparing an
outline of an
article).
3.
Producing mean
s inventing a
product (e.g.,
writing a short
story that takes
place during the
American
Revolution).

REMEMBERING
RECALL SPECIFIC FACTS.
Assessment
types
Multiple
choice
Matching Short
Answer
Identify
Recall
Recognize
Select
Arrange
Identify
Match
Recall
Recognize
Define
List
Name
Key words Key words Actions: Outcomes:
Choose
Observe
Show
Copy
Omit
Spell
Identify
Recognize
When
Label
Record
Where
Describing
Finding
Identifying
Listing
Locating
Naming
Definition
Fact
Label
List
Quiz
Reproductio
n
Define
Quote
State
Duplicate
Read
Tell
List
Relate
Which
Listen
Remember
Who
Recognizin
g
Retrieving
Test
Workbook
Worksheet
Find
Recall
Trace
How
Recite
Locate
Repeat
Why
Match
Reproduce

UNDERSTANDING
GRASP MEANING OF INSTRUCTIONAL MATERIALS.
Assessmen
t types
Multiple
choice
Matching Short Answer
Classify
Distinguis
h
Select
Classify
Distinguish
Select
Describe
Discuss
Explain
Summarize
Key words Key
words
Actions: Outcomes:
Ask
Cite
Classify
Compare
Contrast
Demonstrat
e
Observe
Outline
Predict
Purpose
Relate
Rephrase
Classifying
Comparing
Exemplifyin
g
Explaining
Inferring
Interpreting
Collection
Examples
Explanatio
n
Label
List
Outline
Discuss
Estimate
Explain
Express
Extend
Generalize
Report
Restate
Review
Show
Summariz
e
Translate
Paraphrasin
g
Summarizin
g
Quiz
Show and
tell
Summary
Give
examples
Illustrate
Indicate
Infer
Interpret
Match
Assessment types Essay Discussion
Board
Describe
Discuss
Explain
Describe
Discuss
Explain

APPLYING
USE INFORMATION IN A NEW SITUATION.
Assessmen
t types
Multiple
choice
Apply
Determine
Interpret
Solve
Determine Apply
Illustrate
Interpret
Modify
Solve
Act
Administer
Apply
Associate
Build
Calculate
Illustrate
Interpret
Interview
Link
Make use
of
Manipulat
e
Carrying
out
Executing
Implementi
ng
Using
Demonstrati
on
Diary
Illustrations
Interview
Journal
Performance
Categorize
Choose
Classify
Connect
Construct
Correlation
Model
Organize
Perform
Plan
Practice
Relate
Paraphrasi
ng
Summarizi
ng
Presentation
Sculpture
Simulation
Demonstrate
Dramatize
Employ
Experiment
Represent
Select
Show
Simulate
Assessment
types
Essay Discussion
Board
Apply
Interpret
Modify
Produce
Apply
Illustrate
Interpret
Modify

ANALYZING
TAKE APART THE KNOWN AND IDENTIFY RELATIONSHIPS.
Assessmen
t types
Multiple
choice
Analyze
Appraise
Diagnose
Infer
Analyze
Appraise
Diagnose
Examine
Infer
Analyse
Appraise
Arrange
Assumption
Breakdown
Categorize
Find
Focus
Function
Group
Highlight
Rank
Attributing
Deconstruct
ing
Integrating
Organizing
Outlining
Structuring
Abstract
Chart
Checklist
Database
Graph
Mobile
Cause &
effect
Choose
Classify
Differences
Discover
Discriminate
Inference
Inspect
Investigat
e
Isolate
List
Motive
Report
Spread
sheet
Survey
Dissect
Distinction
Distinguish
Divide
Establish
Omit
Order
Organize
Point out
Prioritize
Assessment
types
Essay Discussion
Board
Analyze
Appraise
Compare
Contrast
Diagnose
Examine
Infer
Analyze
Appraise

EVALUATING
EXAMINE INFORMATION AND MAKE JUDGMENTS.
Assessmen
t types
Multiple
choice
Compose
Adapt
Add to
Build
Change
Choose
Combine
Estimate
Experimen
t
Extend
Formulate
Happen
Hypothesi
ze
Constructin
g
Designing
Devising
Inventing
Making
Planning
Advertisem
ent
Film
Media
product
New game
Painting
Plan
Compile
Compose
Construct
Convert
Create
Delete
Imagine
Improve
Innovate
Integrate
Invent
Make up
Producing Project
Song
Story
Design
Develop
Devise
Discover
Maximize
Minimize
Model
Modify
Assessment
types
Essay Discussion
Board
Compose
Create
Design
Develop
Compose

CREATING
USE INFORMATION TO CREATE SOMETHING NEW.
Assessmen
t types
Multiple
choice
Conclude
Predict
Appraise
Conclude
Defend
Justify
Predict
Key
words
Key words Actions: Outcomes:
Agree
Appraise
Argue
Assess
Award
Bad
Disprove
Dispute
Effective
Estimate
Evaluate
Explain
Attributing
Checking
Deconstruc
ting
Integrating
Organizing
Outlining
Abstract
Chart
Checklist
Database
Graph
Mobile
Choose
Compare
Conclude
Consider
Convince
Criteria
Give reasons
Good
Grade
How do we
know?
Importance
Infer
Structuring Report
Spread
sheet
Survey
Criticize
Debate
Decide
Deduct
Influence
Interpret
Judge
Justify
Assessment
types
Essay Discussion
Board
Appraise
Conclude
Defend
Evaluate
Justify
Predict
Appraise
Defend
Evaluate
Justify
Predict

WHY BLOOM’S TAXONOMY
IS IMPORTANT
• Bloom’s taxonomy can help educators map
learning within a single lesson or even a
whole course.
• Using the taxonomy as a guide, trainers can
identify clear instructional goals corresponding
to each taxonomy level and create plans to
achieve them.
• By setting achievable objectives for learners,
instructors make them more active and
responsible for their education.

WHY BLOOM’S TAXONOMY
IS IMPORTANT
• The taxonomy can also be useful for evaluating
learners correctly.
• An essay, for example, is probably not the best form
of testing when learners only need to remember
basic facts and terminology related to the topic. But it
will be appropriate at the evaluation stage when they
are expected to formulate their opinion on an issue.
• Bloom’s taxonomy allows educators to gauge the
learners’ progress. It helps teachers determine which
level every learner is on and assign them
an individual task.

STEPS
TOWARDS
WRITING
EFFECTIVE
LEARNING
OUTCOMES
Make sure there is one measurable verb in each objective.
Each outcome needs one verb. Either a student can master the
outcome , or they fail to master it. If an outcome has two verbs
(say, define and apply), what happens if a student can define, but
not apply? Are they demonstrating mastery?
Ensure that the verbs in the course level outcome are at least at the
highest bloom’s taxonomy as the highest lesson level outcomes
that support it. (Because we can’t verify they can evaluate if our
lessons only taught them (and assessed) to define.)
Strive to keep all your learning outcomes measurable, clear and
concise.

EXAMPLE 1
• A student shall demonstrate the ability
to write using grammar, language
mechanics, and other conventions of
standard written english for a variety of
academic purposes and situations by
writing original compositions that
analyze patterns and relationships of
ideas, topics, or themes. (State of

THE COGNITIVE PROCESS DIMENSION
The
Knowledge Dimension
1. Remember 2. Understand 3. Apply 4. Analyz 5. Evalua
e
6. Create
A. Factual Knowledge
B. Conceptual Knowled
e
X X
C. Procedural Knowledg
D. Metacognitive Knowl
ge

EXAMPLE 2
• Ms. Gwendolyn Airasian, describes a classroom unit in which she integrates pre-
revolutionary war colonial history with a persuasive writing assignment. Ms. Airasian
lists four specific objectives. She wants her students to:
• Remember the specific parts of the parliamentary acts (e.G., The sugar, stamp,
and townshend acts);
• Explain the consequences of the parliamentary acts for different colonial groups;
• Choose a colonial character or group and write a persuasive editorial stating
his/her/its position on the acts (the editorial must include at least one supporting
reason not specifically taught or covered in the class); and
• Self- and peer edit the editorial.

THE COGNITIVE PROCESS DIMENSION
The
Knowledge Dimension
1. Remembe 2. Understan 3. Apply 4. Analy
e
5. Evaluat
e
6. Create
A. Factual Knowledge Objective 1 Objective
3
B. Conceptual Knowled
e
Objective 2 Objective
4
Objective
3
C. Procedural Knowled
D. Metacognitive Knowl
dge

REFERENCES
• ANDERSON, L.W. (ED.), KRATHWOHL, D.R. (ED.), AIRASIAN, P.W., CRUIKSHANK, K.A., MAYER, R.E.,
PINTRICH, P.R., RATHS, J., & WITTROCK, M.C. (2001). A TAXONOMY FOR LEARNING, TEACHING, AND
ASSESSING: A REVISION OF BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES (COMPLETE EDITION). NEW
YORK: LONGMAN.
• BLOOM, B.S. (ED.), ENGELHART, M.D., FURST, E.J., HILL, W.H., & KRATHWOHL, D.R. (1956). TAXONOMY OF
EDUCATIONAL OBJECTIVES: THE CLASSIFICATION OF EDUCATIONAL GOALS. HANDBOOK 1: COGNITIVE
DOMAIN. NEW YORK: DAVID MCKAY.
• DAVE, R.H. (1970). PSYCHOMOTOR LEVELS. IN R.J. ARMSTRONG (ED.), DEVELOPING AND WRITING
EDUCATIONAL OBJECTIVES (PP. 33-34). TUCSON AZ: EDUCATIONAL INNOVATORS PRESS.
• HARROW, A.J. (1972). A TAXONOMY OF THE PSYCHOMOTOR DOMAIN: A GUIDE FOR DEVELOPING
BEHAVIORAL OBJECTIVES. NEW YORK: DAVID MCKAY.
• KRATHWOHL, D.R., BLOOM, B.S., & MASIA, B.B. (1964). TAXONOMY OF EDUCATIONAL OBJECTIVES: THE
CLASSIFICATION OF EDUCATIONAL GOALS. HANDBOOK II: THE AFFECTIVE DOMAIN. NEW YORK: DAVID
MCKAY.
• SIMPSON, B.J. (1966). THE CLASSIFICATION OF EDUCATIONAL OBJECTIVES: PSYCHOMOTOR DOMAIN.
ILLINOIS JOURNAL OF HOME ECONOMICS, 10(4), 110-144. STATE OF MINNESOTA. (1998). STATE
EDUCATIONAL STANDARDS COUPLED TO LESSON PLANS AND RESOURCES: LANGUAGE ARTS, HIGH
STANDARDS (1998): GRADE 12: WRITING-UNIT: DESCRIPTION, ACADEMIC. RETRIEVED APRIL 20, 2001,

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