- Benjamin Bloom was an educational psychologist who developed Bloom's Taxonomy, a classification of learning objectives. - Bloom's Taxonomy categorizes educational goals from lower order thinking skills, such as remembering facts, to higher order thinking skills, such as evaluating and creating. - The taxonomy contains three domains: cognitive, affective, and psychomotor. The cognitive domain contains six categories from lowest to highest - knowledge, comprehension, application, analysis, synthesis, and evaluation.

3. - was a Jewish-American educational psychologist.
Contributions:
1. Classification of Educational Objectives
2. Theory of Mastery Learning

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

5. - Comes from the Greek words
“taxis” = arrangement and “nomos” = science
- Science of arrangements
- means ‘a set of classification principles’, or ‘structure’
- Domain simply means ‘category’

6. 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.

9. 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

11. Taxonomy related to cognitive domain has been presented
by Bloom and his associates in 1956.
This domain includes those objectives which deals with
thinking, reasoning ability and problem solving of students.
This domain is further divided into six (6) categories.

13. Lowest level of objectives.
Primarily aims for the acquisition of
knowledge concerning facts, terminology.
Methods and processes, generalized
principles, theories and structures.

14. Knowledge of
specifies
Knowledge of
ways &
means of
dealing with
specifies
Knowledge of
universal &
abstractions

15. Based upon the knowledge.
If there is no knowledge, there will be no
comprehension.
It means basic understanding of facts,
ideas, methods, processes, principles or
theories.

16. Translation Interpretation Extrapolation

17. Refers to the “use of abstractions in
particular and concrete situations.”
Student selects, transfers and uses data
and principles to complete a problem with
a minimum direction.
How a student can use, compute, solve
and apply his knowledge.
Example: 100-15 = 85

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

19. Breakdown of a communication into its
constituent elements or parts.
Student distinguishes, classifies and relates
the evidence or structure of a statement or
question.
Student can analyze, categorize, compare
and separate.

20. Analysis of Elements
Analysis of Relationship
Analysis of organized
principles

21. Involves the “putting together of elements
and parts so as to form a whole.”
Student originates, integrates, and
combines ideas into a product, plan or
proposal that is new to him
Student can create, design, invent and
develop

22. Student can combine different types of
information to find alternative solutions.
Example: he can combine this to make a
sentence
Mother --- invention --- is --- necessary
--- the

23. Unique combination by
arranging different elements.
Suggests new plans by
combining all elements
Establish an abstract
relationship among different
elements.

24. Judgments about the value of material and
methods for given purposes.
Student can judge what he learned
whether it is right or wrong. If wrong then
he can start the process again.
Student can judge, recommend, critique
and justify.

25. Judgment in terms of
internal evidences
Judgment in terms of
external evidences

27. The affective domain includes those objectives
which deals with attitude, values, interests, and
appreciation.
These objectives of affected domain is divided
into five (5) major classes of objectives.

28. Receiving
Responding
Valuing
Organizing
Characterizing

29. The lowest level; the student passively
pays attention. Without this level, no
learning can occur. Receiving is about the
student’s memory and recognition as well.
Example:
Student saw a person helping poor…

30. Awareness Willingness
to receive
Controlled
or Selected
Attention

31. The student actively participates in the
learning process, not only attends to a
stimulus; the student also reacts in some
ways.
Example:
He saw that people appreciating the person
who helped the poor…

32. Acquiescence
in responding
Willingness
to respond
Satisfaction
in response

33. The student attaches a value to an object,
phenomenon, or piece of information. The
student associates a value or some values
to the knowledge they acquired.
Example:
He gives value that helping poor is an
appreciable work…

34. The student can put together different
values, information and ideas, and can
accommodate them within his/her own
schema; the student is comparing, relating
and elaborating on what has been learned.

35. Example:
He organizes his learning on how he can
help poor…

36. The student at this level tries to build
abstract knowledge.
Example:
At this stage, the habit becomes a part of his
character.

37. This domain includes those objectives which
deals with manual and motor skills.
This domain is also divided into five (5)
categories.

39. directly copy action seen.
At this level, the learner will:
replicate what’s directly observed.
Example:
Align his/her own car seat exactly as advised
by the driving instructor

40. reproduce activity by instruction.
At this level, the learner will:
reproduce activity by memory.
Example:
Look into back and side mirror every time
you intend to take a turn.

41. Execute skill independent of help
At this level, the learner will:
Example:
Slow the car down in anticipation of a red
light without being instructed.

42. Adopt expertise to complete a non-
standard objective.
At this level, the learner will:
Example:
Stop behind a parked car to give way to an
incoming vehicle without instruction.

43. automate skills.
At this level, the learner will:
unconscious mastery of skills.
Example:
Pass a practical driving test by
independently driving satisfactorily.

44. In NIDHI KAKKAR’s Book of
Pedagogy of Physical Science,
Psychomotor Domain has five
(5) levels.

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

47. Initial adjustment which occurs
for specific activities &
experiences related with mental,
physical and emotional.

48. Initial stage of developing a
practical skill & external behavior
of a learner under the guidance
of another person.

49. At this level, there is a
development of self-confidence
and skills for doing some tasks.

50. Highest level of Psychomotor
Domain.
Learner acquires so much
efficiency & skills that can
accomplish the most complex task
with minimum energy and time

51. 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.

52. Bloom’s Taxonomy is helpful
for teachers in making their
teaching learning process
effective.