chomotor Domain', which explains why this domain detail varies in different representations of the complete Bloom Taxonomy. The three most popularly referenced versions of the Psychomotor Domain seem to be those of RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972).
As such 'Bloom's Taxonomy' describes the three-domain structure, within which the detail may vary, especially for the third domain.
Bloom's Taxonomy has therefore since 1956 provided a basis for ideas which have been used (and developed) around the world by academics, educators, teachers and trainers, for the preparation of learning evaluation materials, and also provided the platform for the complete 'Bloom's Taxonomy' (including the detail for the third 'Psychomotor Domain') as we see it today. Collectively these concepts which make up the whole Bloom Taxonomy continue to be useful and very relevant to the planning and design of: school, college and university education, adult and corporate training courses, teaching and lesson plans, and learning materials; they also serve as a template for the evaluation of: training, teaching, learning and development, within every aspect of education and industry.
If you are involved in the design, delivery or evaluation of teaching, training, courses, learning and lesson plans, you should find Bloom's Taxonomy useful, as a template, framework or simple checklist to ensure you are using the most appropriate type of training or learning in order to develop the capabilities required or wanted.
Training or learning design and evaluation need not cover all aspects of the Taxonomy - just make sure there is coverage of the aspects that are appropriate.
As such, if in doubt about your training aims - check what's possible, and perhaps required, by referring to Bloom's Taxonomy.
explanation of bloom's taxonomy
First, don't be put off by the language or the apparent complexity of Bloom's Taxonomy - at this basic level it's a relatively simple and logical model.
Taxonomy means 'a set of classification principles', or 'structure', and Domain simply means 'category'. Bloom and his colleagues were academics, looking at learning as a behavioural science, and writing for other academics, which is why they never called it 'Bloom's Learning Structure', which would perhaps have made more sense to people in the business world. (Interestingly this example of the use of technical language provides a helpful lesson in learning itself, namely, if you want to get an idea across to people, you should try to use language that your audience will easily recognise and understand.)
Bloom's Taxonomy underpins the classical 'Knowledge, Attitude, Skills' structure of learning method and evaluation, and aside from the even simpler Kirkpatrick learning evaluation model, Bloom's Taxonomy of Learning Domains remains the most widely used system of its kind in education particularly, and also industry and corporate training. It's easy to see why, because it is such a simple, clear and effective model, both for explanation and application of learning objectives, teaching and training methods, and measurement of learning outcomes.
Bloom's Taxonomy provides an excellent structure for planning, designing, assessing and evaluating training and learning effectiveness. The model also serves as a sort of checklist, by which you can ensure that training is planned to deliver all the necessary development for students, trainees or learners, and a template by which you can assess the validity and coverage of any existing training, be it a course, a curriculum, or an entire training and development programme for a large organisation.
It is fascinating that Bloom's Taxonomy model (1956/64) and Kirkpatrick's learning evaluation model (1959) remain classical reference models and tools into the 21st century. This is because concepts such as Bloom's Taxonomy, Kirkpatrick's model, Maslow's Hierarchy of Needs, Mcgregor's XY Theory, The SWOT analysis model, and Berne's Transactional Analysis theory, to name a few other examples, are timeless, and as such will always 