plained here. If you want to learn more about the bleeding edge of academic educational learning and evaluation there is a list of further references below. For most mortals in teaching and training what's on this page is probably enough to make a start, and a big difference.
Note also that the Psychomotor Domain featured above is based on the domain detail established by RH Dave (who was a student of Bloom) in 1967 (conference paper) and 1970 (book). The Dave model is the simplest and generally easiest to apply in the corporate development environment. Alternative Psychomotor Domains structures have been suggested by others, notably Harrow and Simpson's models detailed below. I urge you explore the Simpson and Harrow Psychomotor Domain alternatives - especially for the development of children and young people, and for developing skills in adults that take people out of their comfort zones. This is because the Simpson and Harrow models offer different emotional perspectives and advantages, which are useful for certain learning situations, and which do not appear so obviously in the structure of the Dave model.
Bloom's Taxonomy in more detailed structure follows, with more formal terminology and definitions. Refer back to the Bloom Taxonomy overview any time you need to refresh or clarify your perception of the model. It is normal to find that the extra detail can initially cloud the basic structure - which is actually quite simple - so it's helpful to keep the simple overview to hand.
bloom's taxonomy learning domains - detailed structures
1. bloom's taxonomy - cognitive domain - (intellect - knowledge - 'think')
Bloom's Taxonomy 1956 Cognitive Domain is as follows. An adjusted model was produced by Anderson and Krathwhol in 2001 in which the levels five and six (synthesis and evaluation) were inverted (reference: Anderson & Krathwohl, A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, 2001). This is why you will see different versions of this Cognitive Domain model. Debate continues as to the order of levels five and six, which is interesting given that Bloom's Taxonomy states that the levels must be mastered in order.
In my humble opinion it's possible to argue either case (Synthesis then Evaluation, or vice-versa) depending on the circumstances and the precise criteria stated or represented in the levels concerned, plus the extent of 'creative thinking' and 'strategic authority' attributed to or expected at the 'Synthesis' level. In short - pick the order which suits your situation. (Further comment about synthesis and evaluation priority.)
|level||category or 'level'||behaviour descriptions||examples of activity to be trained, or demonstration and evidence to be measured||'key words' (verbs which describe the activity to be trained or measured at each level)|
|1||Knowledge||recall or recognise information||multiple-choice test, recount facts or statistics, recall a process, rules, definitions; quote law or procedure||arrange, define, describe, label, list, memorise, recognise, relate, reproduce, select, state|
|2||Comprehension||understand meaning, re-state data in one's own words, interpret, extrapolate, translate||explain or interpret meaning from a given scenario or statement, suggest treatment, reaction or solution to given problem, create examples or metaphors||explain, reiterate, reword, critique, classify, summarise, illustrate, translate, review, report, discuss, re-write, estimate, interpret, theorise, paraphrase, reference, example|
|3||Application||use or apply knowledge, put theory into practice, use knowledge in response to real circumstances||put a theory into practical effect, demonstrate, solve a problem, manage an activity||use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, react, respond, role-play|
|4||Analysis||interpret elements, organizational principles, structure, construction, internal relationships; quality, reliability of individual components||identify constituent parts and