Editing Bloom's taxonomy (section)

== Domains ==

=== Cognitive (knowledge-based) ===
[[File:BloomsTaxonomy.png|thumb|upright=0.75|Bloom's taxonomy, prior to 2001]]
In the 1956 original version of the taxonomy, the cognitive domain is divided into six levels of objectives.<ref name="Hoy 2007">{{Cite book |last=Hoy |first=Anita Woolfolk |date=2007 |title=Educational psychology |edition=10th |location=Boston |publisher=Pearson/Allyn and Bacon |pages=530–531, 545 |isbn=978-0205459469 |oclc=68694368}}</ref> In the 2001 revised edition of Bloom's taxonomy, the levels were renamed and reordered: Remember, Understand, Apply, Analyze, Evaluate, and Create.<ref>{{cite web|last1=Armstrong|first1=Patricia|title=Bloom's Taxonomy|url=https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/|website=Vanderbilt University Center for Teaching|publisher=[[Vanderbilt University]]|access-date=29 June 2016|date=2010-06-10}}</ref>

* Knowledge: Recognizing or recalling facts, terms, basic concepts, or answers without necessarily understanding their meaning.
* Comprehension: Demonstrating an understanding of facts and ideas by organizing and summarizing information.
* Application: Using acquired knowledge to solve problems in new or unfamiliar situations.
* Analysis: Breaking down information into parts to understand relationships, motives, or causes.
* Synthesis: Building a new whole by combining elements or creating new meaning.
* Evaluation: Making judgments about information, based on set criteria or standards.

=== Affective (emotion-based) ===
[[File:BloomsTaxonomy-Affective 01.png|thumb|upright=0.75|A scaffolding hierarchy of the affective domain related to learning]]
Skills in the affective domain describe the way people react [[emotion]]ally and their ability to feel other living things' pain or joy. Affective objectives typically target the awareness and growth in [[Attitude (psychology)|attitude]]s, emotion, and feelings.

There are five levels in the affective domain, moving through the lowest-order processes to the highest:

* Receiving: The lowest level; the student passively pays attention. Without this level, no learning can occur. Receiving is about the student's memory and recognition as well.
* Responding: The student actively participates in the learning process. Not only attends to a stimulus, but the student also reacts in some way.
* Valuing: The student attaches a value to an object, phenomenon, or piece of information. The student associates a value or some values to the knowledge they acquired.
* Organizing: The student can put together different values, information, and ideas and accommodate them within their own [[Schema (psychology)|schema]]. The student is comparing, relating, and elaborating on what has been learned.
* Characterizing: At this level, the student tries to build abstract knowledge.

=== Psychomotor (action-based) ===
[[File:BloomsTaxonomy-Psychomotor.png|thumb|upright=0.75|A scaffolding hierarchy of the psychomotor domain related to learning]]
Skills in the psychomotor domain describe the ability to physically manipulate tools or instruments, such as using a hand or a hammer. Objectives in this domain often focus on the development and change of physical skills or behavior.

Although Bloom and his colleagues did not create subcategories for the psychomotor domain, later educators, such as Elizabeth Simpson, proposed a taxonomy for psychomotor skills. Simpson’s taxonomy, introduced in 1972, categorizes psychomotor learning into seven levels, each describing progressively complex physical skills and behaviors.<ref>{{cite report|last=Simpson|first=Elizabeth|title=Educational objectives in the psychomotor domain |date=1972|volume=3 |pages=25–30|url=https://files.eric.ed.gov/fulltext/ED010368.pdf |access-date=3 April 2018|publisher=Gryphon House |location=Washington, D.C. |id={{ERIC|ED010368}}}}</ref> These levels include:

* Perception: Using sensory cues to guide motor activity (e.g., detecting non-verbal communication or adjusting tools based on sensory feedback).
* Set: Readiness to act, including mental, physical, and emotional preparedness.
* Guided response: The early stages of skill acquisition, involving imitation and trial and error.
* Mechanism: Intermediate skill proficiency, where movements become habitual.
* Complex overt response: The skillful and accurate performance of complex tasks.
* Adaptation: The ability to modify movements to fit specific circumstances.
* Origination: Creating new movement patterns to address novel problems or situations.

This taxonomy helps educators frame psychomotor objectives in contexts such as vocational training, sports, and performing arts, where physical dexterity is central to learning outcomes.{{sfn|Simpson|1972}}