Bloom’s Taxonomy

"Taxonomy” simply means “classification”, so the well-known taxonomy of learning objectives is an attempt (within the behavioural paradigm) to classify forms and levels of learning. It identifies three “domains” of learning (see below), each of which is organised as a series of levels or pre-requisites. It is suggested that one cannot effectively — or ought not try to — address higher levels until those below them have been covered (it is thus effectively serial in structure). As well as providing a basic sequential model for dealing with topics in the curriculum, it also suggests a way of categorising levels of learning, in terms of the expected ceiling for a given programme. Thus in the Cognitive domain, training for technicians may cover knowledge, comprehension and application, but not concern itself with analysis and above, whereas full professional training may be expected to include this and synthesis and evaluation as well. 

• Cognitive: the most-used of the domains, refers to knowledge structures (although sheer “knowing the facts” is its bottom level). It can be viewed as a sequence of progressive contextualisation of the material. (Based on Bloom, 1956)

The model above is included because it is still common currency, but Anderson and Krathwohl (2001) have made some apparently minor but actually significant modifications, to come up with:



Revised taxonomy of the cognitive domain
following Anderson and Krathwohl (2001)

Note the new top category, which is about being able to create new knowledge within the domain, and the move from nouns to verbs.

More on the revised version, including the magical verbs to use in objectives at different levels

Apologies to the reader who prefers "Analyzing"! Of course, she is correct; this is an American source, and the use of the "z" is equally acceptable in British usage. I just happen not to like it.

• Affective: the Affective domain has received less attention, and is less intuitive than the Cognitive. It is concerned with values, or more precisely perhaps with perception of value issues, and ranges from mere awareness (Receiving), through to being able to distinguish implicit values through analysis. (Kratwohl, Bloom and Masia (1964))

• Psycho-Motor: Bloom never completed work on this domain, and there have been several attempts to complete it. One of the simplest versions has been suggested by Dave (1975): it fits with the model of developing skill put forward by Reynolds (1965), and it also draws attention to the fundamental role of imitation in skill acquisition.

The taxonomy is critically discussed on this page by Steve Draper, a psychologist at Glasgow. His site also has some other excellent material, although navigation is not its strong point; click on the "site logical path" at the top of the page to move.

ATHERTON J S (2010) Learning and Teaching; [On-line] UK: Available: Accessed:

(Note that if you are using Internet Explorer, and it is doing its "nanny" thing, the full reference will not display. There will be a bar across the top of the screen advising you of "blocked content". Click on it and select "Allow blocked content" and confirm in the pop-up box. I know it's a pain, but we're stuck with it.)

Original material by James Atherton: last up-dated overall 10 February 2010

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.

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