There is Bloom's Taxonomy

1. NELLA SIHOMBING , MPd
ONGGUNG GULTOM , M.Hum
BLOOM’S TAXONOMY

2.  Learning is everywhere. We can learn mental skills,
develop our attitudes and acquire new physical skills
as we perform the activities of our daily living. These
domains of learning can be categorized as cognitive
domain (knowledge), psychomotor domain (skills)
and affective domain (attitudes). This categorization
is best explained by the Taxonomy of Learning
Domains formulated by a group of researchers led by
Benjamin Bloom in 1956.

3.  The Three Domains of Learning
 The committee identified three domains of educational
activities or learning (Bloom, et al. 1956):
1.Cognitive: mental skills (knowledge)
2. Affective: growth in feelings or
emotional areas (attitude or self)
3. Psychomotor: manual or physical skills
(skills)
B L O O M ' S T A X O N O M Y W A S C R E A T E D I N 1 9 5 6 U N D E R T H E L E A D E R S H I P O F E D U C A T I O N A L
P S Y C H O L O G I S T D R B E N J A M I N B L O O M I N O R D E R T O P R O M O T E H I G H E R F O R M S O F T H I N K I N G
I N E D U C A T I O N , S U C H A S A N A L Y Z I N G A N D E V A L U A T I N G C O N C E P T S , P R O C E S S E S ,
P R O C E D U R E S , A N D P R I N C I P L E S , R A T H E R T H A N J U S T R E M E M B E R I N G F A C T S ( R O T E
L E A R N I N G ) . I T I S M O S T O F T E N U S E D W H E N D E S I G N I N G E D U C A T I O N A L , T R AI N I N G , A N D
L E A R N I N G P R O C E S S E S .

4.  The affective domain includes the feelings, emotions and
attitudes of the individual. The categories of affective domain
include receiving phenomena; responding to phenomena;
valuing; organization; and characterization (Anderson et al,
2011). The sub domain of receiving phenomena creates the
awareness of feelings and emotions as well as the ability to
utilize selected attention. This can include listening attentively
to lessons in class. The next sub domain of responding to
phenomena involves active participation of the learner in class
or during group discussion (Cannon and Feinstein, 2005). Valuing
involves the ability to see the worth of something and express it.
This includes the ability of a learner to share their views and
ideas about various issues raised in class. The ability of the
student to prioritize a value over another and create a unique
value system is known as organization. This can be assessed
with the need to value one’s academic work as against their
social relationships.
DOMAIN OF LEARNING AFFECTIVE

5.  Ranah afektif adalah ranah yang berkaitan dengan sikap dan nilai.
Ranah afektif mencakup watak perilaku seperti perasaan, minat,
sikap, emosi, dan nilai. Beberapa pakar mengatakan bahwa sikap
seseorang dapat diramalkan perubahannya bila seseorang telah
memiliki kekuasaan kognitif tingkat tinggi. Ciri-ciri hasil belajar afektif
akan tampak pada peserta didik dalam berbagai tingkah laku.
 Ranah afektif menjadi lebih rinci lagi ke dalam lima jenjang, yaitu:
 1. Receiving atau attending ( menerima atua memperhatikan)
 2. Responding (menanggapi) mengandung arti “adanya partisipasi
aktif”
 3. Valuing (menilai atau menghargai)
 4. Organization (mengatur atau mengorganisasikan)
 5. Characterization by evalue or calue complex (karakterisasi
dengan suatu nilai atau
 komplek nilai)

6.  Receiving Phenomena: the awareness of feelings and
emotions as well as the ability to utilize selected
attention.Example: Listening attentively to a friend.
 Responding to Phenomena: active participation of the
learner.Example: Participating in a group discussion.
 Valuing: the ability to see the worth of something and express
it.Example: An activist shares his ideas on the increase in
salary of laborers.
 Organization: ability to prioritize a value over another and
create a unique value system.Example: A teenager spends
more time in her studies than with her boyfriend.
 Characterization: the ability to internalize values and let them
control the person`s behaviour.Example: A man marries a
woman not for her looks but for what she is.
AFFECTIVE DOMAIN
THE AFFECTIVE DOMAIN INVOLVES OUR FEELINGS, EMOTIONS AND
ATTITUDES. THIS DOMAIN IS CATEGORIZED INTO 5 SUBDOMAINS, WHICH
INCLUDE:

7. KATA KERJA OPERASIONAL, TAKSONOMI BLOOM UNTUK RANAH
AFEKTIF (SIKAP)

8.  changing the names in the six categories from noun to verb
forms
 rearranging them as shown in the chart below
 creating a processes and levels of knowledge matrix

BLOOM'S REVISED TAXONOM Y
LORIN ANDERSON, A FORMER STUDENT OF BLOOM, AND DAVID
KRATHW OHL REVISITED THE COGNITIVE DOMAIN IN THE MID -NINETIES
AND MADE SOME CHANGES, W ITH PERHAPS THE THREE MOST PROMINENT
ONES BEING (ANDERSON, KRATHW OHL, AIRASIAN , CRUIKSHANK, MAYER,
PINTRICH , RATHS, W ITTROCK , 2000):

9. WHAT IS BLOOMS TAXONOMY OF
COGNITIVE DOMAIN?

10. The Revised Terms of Bloom's Taxonomy:
§ Remembering: Retrieving, recognizing, and recalling relevant
knowledge from long-term memory.
§ Understanding: Constructing meaning from oral, written, and graphic
messages through interpreting, exemplifying, classifying, summarizing,
inferring, comparing, and explaining.
§ Applying: Carrying out or using a procedure through executing, or
implementing.
§ Analyzing: Breaking material into constituent parts, determining how
the parts relate to one another and to an overall structure or purpose
through differentiating, organizing, and attributing.
§ Evaluating: Making judgments based on criteria and standards
through checking and critiquing.
§ Creating: Putting elements together to form a coherent or functional
whole; reorganizing elements into a new pattern or structure through
generating, planning, or producing (Overbaugh, R., n.d.).

11.  Lower Order Thinking (LOT):
 Lower level thinking is the lower level of Blooms Taxonomy.
It's embodies the level of skills necessary for advancing
through the higher levels of Bloom's Taxonomy. The skills
acquired at this level, are the building blocks toward higher
level thinking.
 LOT promotes:
 1. Remembering
 2. Understanding
 3. Applying

12.  Higher Order Thinking (HOT):
 Higher Order Thinking takes place in a hierarchy of cognitive
process. It is a continum of thinking skills starting with
knowledge level thinking, and moving to evaluation thinking.
 HOT promotes:
 1. Applying (there is a fine line, or grey area, in this level
where lower level cognitive thinking begins to transition to
higher level cognitive thinking.)
 2. Analyzing
 3. Evaluating
 4. Creating

13.  higher-order thinking skills
 Higher-order thinking skills are reflected by the top three levels in Bloom’s
Taxonomy: Analyzing, Evaluating, and Creating.
 Two examples of higher order thinking skills include:
 By the end of the semester, students will be able to summarize the different
theories of personality discussed in class (i.e. psychodynamic, humanistic,
biological, behaviorist, evolutionary, social learning and trait perspectives).
 In this case, the key action verb is “Summarize” indicating a level five or six on the
Bloom’s taxonomy. Rather than having students simply “Remember” (level one on
Bloom’s Taxonomy) the different theories by having them select from a pre -made
description, this allows them to explain the theories in their own words thus
“Evaluating” the material (level five on Bloom’s Taxonomy).
 By the end of the semester, students will be able to design a scientific research
poster using APA Sixth Edition guidelines.
 Here the key action verb is “Design” (demonstrating the sixth level of Bloom’s
taxonomy – Creating) which allows students to create, in this case a research
poster, from the different elements required (e.g. Introduction, Method, Results,
Discussion sections). This goal requires them to put the different elements together
concisely to produce a cohesive poster and would be assessing a higher -order
thinking skill.
EXAMPLES OF HIGHER-ORDER THINKING SKILLS

14.  lower-order thinking skills
 Lower-order thinking skills are reflected by the lower three levels in Bloom’s
Taxonomy: Remembering, Understanding, and Applying.
 Two examples of lower-order thinking skills include:
 By the end of the semester, students will be able to apply the fault
dislocation equation learned in lab by choosing the relevant equation from a
list of similar equations and using it to solve a real -world example problem
(e.g. given the boundary conditions, calculate the 3 -dimensional strike-slip
along the San Andreas fault in the vicinity of Hayward, California.
 In this case, the key action verb is “Apply” indicating a level three on the Bloom’s
taxonomy. It can be argued that this may or may not be a higher order thinking
skill and again likely depends upon the course, the instructor and the students. In
this case, because it is clearly a level 3, it would likely be assessing a lower
order skill, especially if the students simply need to choose the correct equation
from a list and apply it. However, this may also be a higher order skill if students
are not used to applying equations or if this is a lower division course. This
choice might considered “incorrect” in some contexts.
 By the end of the semester students will be able to describe how strike -slip
faults work, give real-world examples of strike-slip faults, and be able to list
up to 5 visual characteristics of a fault zone (e.g. evidence of a fault).
 Here we see that the active verbs include “describe,” “give examples,” and “list,”
all of which are low on Bloom’s Taxonomy (being either a level 1 or a level 2).
This goal, or a test or homework question covering this goal, would be assessing
a lower order thinking skill for a majority of our students.

EXAMPLES OF LOWER-ORDER THINKING
SKILLS.

16. KATA KERJA OPERASIONAL (KKO)
DIMENSI KOGNITIF

17. includes physical movement, coordination,
and use of the motor-skill areas.
Development of these skills requires
practice and is measured in terms of
speed, precision, distance, procedures, or
techniques in execution. Psychomotor
Domain
The psychomotor domain is comprised of
utilizing motor skills and coordinating
them. The seven categories under this
include:
THE PSYCHOMOTOR DOMAIN

18.  Perception: the ability to apply sensory information to motor
activity.Example: A cook adjusts the heat of stove to achieve the right
temperature of the dish.
 Set: the readiness to act.Example: An obese person displays
motivation in performing planned exercise.
 Guided Response: the ability to imitate a displayed behavior or to
utilize trial and error.Example: A person follows the manual in
operating a machine.
 Mechanism: the ability to convert learned responses into habitual
actions with proficiency and confidence.Example: A mother was able to
cook a delicious meal after practicing how to cook it.
 Complex Overt Response: the ability to skilfully perform complex
patterns of actions.Example: Typing a report on a computer without
looking at the keyboard.
 Adaptation: the ability to modify learned skills to meet special
events.Example: A designer uses plastic bottles to create a dress.
 Origination: creating new movement patterns for a specific
situation.Example: A choreographer creates a new dance routine.
PSYCHOMOTOR DOMAIN
THE PSYCHOMOTOR DOMAIN IS COMPRISED OF UTILIZING
MOTOR SKILLS AND COORDINATING THEM. THE SEVEN
CATEGORIES UNDER THIS INCLUDE:

19. KATA KERJA OPERASIONAL
DIMENSI PSIKOMOTOR