1. Taxonomy of Educational Objectives
Ram L. Gallardo
Reporter

2. Stating Objectives
Bloom's Taxonomy of Educational Objectives
is the most common basis in formulating our learning
objectives. It uses a multi-tiered scale to express the
level of expertise required to achieve each
measurable student outcome. Organizing
measurable student outcomes in this way will allow
us to select appropriate classroom assessment
techniques for the course.
The taxonomy is divided into three domains
namely:
1. Cognitive
2. Affective
3. Psychomotor

3. Cognitive Domain
1. Knowledge- the student can recall, define, recognize or identify
specific information presented during discussion.
Some verbs we may use:
• Name
• Identify
• State
• Select
• List
• Match
• Label
• Extend

4. Cognitive Domain
2. Comprehension- the student demonstrate understanding of
information by translating it into a different form or by recognizing
it in translated form.
Some verbs we may use:
• Compare
• Classify
• Describe
• Give examples
• Predict
• Modify
• Distinguish

5. Cognitive Domain
3. Application- the student can apply the information in
performing concrete actions.
Some verbs we may use:
• Demonstrate
• Solve
• Apply rule
• Show
• Measure
• Compute
• Use
• Illustrate

6. Cognitive Domain
4. Analysis- the student can recognize the organization and
structure of a body of information, break this information down
into its constituents parts, and specify the relationships between
these parts.
Some verbs we may use:
• Differentiate
• Select
• Prove
• Infer
• Define
• Analyze
• Categorize

7. Cognitive Domain
5. Synthesis- the student can bring to bear information from
various sources to create a product uniquely his or her own.
List of action words:
• Summarize
• Design
• Combine
• Draw
• Relate
• Create
• Produce
• Devise

8. Cognitive Domain
6. Evaluation- the student can apply a standard in making a
judgment on the worth of something.
List of action words:
• Interpret
• Explain
• Criticize
• Justify
• Suggest
• Support
• Conclude
• Deduce

9. Affective Domain
Bloom’s taxonomy divides affective objectives into five categories.
They are described as follows:
1. Receiving- the student demonstrates a willingness to participate
in the activity.
2. Responding- the student shows interest in the objects,
phenomena, or activity by seeking it out or pursuing it for
pleasure.
3. Valuing- the student internalizes an appreciation for (values) the
objectives, phenomena, or activity.
4. Organization- the student begins to compare different values,
and resolves conflicts between them to form an internally
consistent system of values.
5. Characterization of value- the student adopts a long-term value
system that is "pervasive, consistent, and predictable“.

10. Affective Domain
Different Levels:
 Level 1: Simple behavioral objectives
Some verbs we may use:
• Find
• Gather
• Investigate
• Make
• Do
• Use
• Recognize
• Recall
• Examine
• Illustrate

11. Affective Domain
 Level 2: Behavior requiring application of more complex mental
operation
Some verbs we ay use :
• Prove
• Analyze
• Apply
• Construct
• Relate
• Estimate
• State
• Suggest
• Compare
• Contrast
• Plot a graph

12. Affective Domain
 Level 3: Behavior showing that student has firm grasp of major
concept or shows original thoughts
Some verbs we may use:
• Generalize data
• Synthesize
• Discuss critically
• Integrate
• Explain
• Justify
• Discover
• Recommend measures
• List of reasons for

13. Psychomotor Domain
There are six categories of ojectives in the psychomotor domain.
They are:
1. Reflex movements- the student can occur involuntarily in
response to some stimuli.
2. Basic fundamental movements- the student has innate
movement pattern formed from a combination of reflex
movements.
3. Perceptual abilities- the student can translate stimulus received
through the senses into appropriate desired movement.
4. Physical abilities- the student has developed basic movements
that are essetial to the development of more highly skilled
movements.
5. Skilled movements- the student has developed more complex
movements requiring a certain degree of efficiency.
6. Nondiscursive communications- student has the ability to
communicate through body movement.

14. Summary
The taxonomy of educational objetives is divided
into three domains namely:
1. Cognitive - knowledge-based objectives
2. Affective - affective-based objectives (values,
interests and attitudes)
3. Psychomotor - skills-based objectives