BLOOM TAXONOMYBLOOM TAXONOMY Taxonomy means a system of classification. Taxonomy means a system of classification.

Therefore, Bloom Taxonomy is a system of Therefore, Bloom Taxonomy is a system of classification of objective.classification of objective.

Teaching, Learning process is an attempt to change Teaching, Learning process is an attempt to change the behaviour of pupil with respect to some learning the behaviour of pupil with respect to some learning experiences.experiences.

Objectives are the starting point of all educational Objectives are the starting point of all educational ventures and instructional objectives are crucial to all ventures and instructional objectives are crucial to all educational venture.educational venture.

In education objective is a desired change in In education objective is a desired change in behaviour of the pupil. behaviour of the pupil.

Educational objectives are related to the philosophy Educational objectives are related to the philosophy of a nation.of a nation.

Bloom and Associate in the University of Chicago have Bloom and Associate in the University of Chicago have

introduced the most important classification or Taxonomy. introduced the most important classification or Taxonomy.

They have divided the behaviour in three domains. They have divided the behaviour in three domains.

They are:They are: 1. THE COGNITIVE DOMAIN (KNOWING)1. THE COGNITIVE DOMAIN (KNOWING)

2. AFFECTIVE DOMAIN (FEELING)2. AFFECTIVE DOMAIN (FEELING)

3 PSYCHOMOTOR DOMAIN (DOING)3 PSYCHOMOTOR DOMAIN (DOING)

COGNITIVE OBJECTIVECOGNITIVE OBJECTIVE It comprises acquisition and manipulation of factual It comprises acquisition and manipulation of factual

information.information.

It is concerned with intellectual skills and abilities of It is concerned with intellectual skills and abilities of students.students.

The cognitive objectives are divided into three levels. These The cognitive objectives are divided into three levels. These are:are:1.Low Level1.Low Level2. Medium Level2. Medium Level3. High Level3. High Level

There are altogether six categories. There are altogether six categories.

(i)(i) Knowledge, comprehension and application are in low level;Knowledge, comprehension and application are in low level;(ii)(ii) Analysis and synthesis in the medium level andAnalysis and synthesis in the medium level and(iii)(iii) Valuation is the category in high level.Valuation is the category in high level.

KNOWLEDGEKNOWLEDGE Knowledge includes associated verbs like define, list, measure, Knowledge includes associated verbs like define, list, measure,

name, recall, select etc.name, recall, select etc.

KNOWLEDGE OF SPECIFICKNOWLEDGE OF SPECIFIC: This involves the recall of : This involves the recall of specific information .e.g. the students will recall the date of specific information .e.g. the students will recall the date of first world war.first world war.

KNOWLEDGE OF WAYS AND MEANSKNOWLEDGE OF WAYS AND MEANS: This includes : This includes knowledge of the ways of organising, judging and knowledge of the ways of organising, judging and criticising. e.g. The student will understand the criticising. e.g. The student will understand the development of Indian culture as exemplified in Indian life.development of Indian culture as exemplified in Indian life.

KNOWLEDGE OF UNIVERSAL AND ABSTRACTION: KNOWLEDGE OF UNIVERSAL AND ABSTRACTION: This This level includes the large structures ,theories and level includes the large structures ,theories and generalisations which dominate the field. e.g.generalisations which dominate the field. e.g. The student The student will recall major generalisations about a particular culture .will recall major generalisations about a particular culture .

COMPREHENSIONCOMPREHENSION It represents the lowest level of understanding. It includes It represents the lowest level of understanding. It includes

associated verbs like change, classify, distinguish, associated verbs like change, classify, distinguish, formulate, identify, justify etc.formulate, identify, justify etc.

TRANSLATION : It is judged on the basis faithfulness and TRANSLATION : It is judged on the basis faithfulness and accuracyaccuracye.g. Students will be able to translate mathematical e.g. Students will be able to translate mathematical material into symbolics.material into symbolics.

INTERPRETATION: It includes recording , rearrangement , INTERPRETATION: It includes recording , rearrangement , new view of a communication.new view of a communication.e.g. Students will be able to interpret various types of e.g. Students will be able to interpret various types of social data.social data.

EXTRAPOLATION: It involves prediction of the trends.EXTRAPOLATION: It involves prediction of the trends.e.g. Students will be able to predict continuation of trends.e.g. Students will be able to predict continuation of trends.

APPLICATIONAPPLICATION It includes the use of abstraction to concrete situations. It It includes the use of abstraction to concrete situations. It

may be in the form of general ideas, rules or procedures.may be in the form of general ideas, rules or procedures.

It includes the associated verbs like assess, choose, It includes the associated verbs like assess, choose, construct, select,discover, establish, generate, predict etc.construct, select,discover, establish, generate, predict etc.

e.g. students will apply the knowledge of mathematics in e.g. students will apply the knowledge of mathematics in purchasing of things in the market.purchasing of things in the market.

ANALYSISANALYSIS This is medium level of cognitive domain which includes This is medium level of cognitive domain which includes

objectives that relate to the breaking of whole into parts to objectives that relate to the breaking of whole into parts to enable the students to see the underlying educational enable the students to see the underlying educational structure of complex ideas. Associated verbs are analyze, structure of complex ideas. Associated verbs are analyze, criticise, justify, separate etc. ,criticise, justify, separate etc. ,

Analysis of elements:- It involves identification of :- It involves identification of elements in a communication. e.g. The student will be able elements in a communication. e.g. The student will be able to distinguish facts from hypothesis.to distinguish facts from hypothesis.

Analysis of relationshipAnalysis of relationship:-It involves breakdown of :-It involves breakdown of connections between elements. e.g.-The student will be connections between elements. e.g.-The student will be able to comprehend the idea of passage.able to comprehend the idea of passage.

Analysis of organisational principlesAnalysis of organisational principles:- e.g –The student :- e.g –The student will be able to recognise form and pattern of literacywill be able to recognise form and pattern of literacy

SYNTHESISSYNTHESIS

This level includes objectives that relate to putting together This level includes objectives that relate to putting together parts in a new form or creation of some thing that did not parts in a new form or creation of some thing that did not exist before. The associated verbs are summmarise , exist before. The associated verbs are summmarise , relate ,organize, argue, etcrelate ,organize, argue, etc

Production of unique communicationProduction of unique communication:- It involves :- It involves development of communication in which speaker attempts to development of communication in which speaker attempts to convey the ideas of others .e.g. The students will be able to convey the ideas of others .e.g. The students will be able to convey the ideas of Vinoba Bhave on Bhoodan Movement.convey the ideas of Vinoba Bhave on Bhoodan Movement.

Production of planProduction of plan:- It involves development on plan :- It involves development on plan proposals. e.g. The student will be able to propose the ways proposals. e.g. The student will be able to propose the ways of testing hypothesis.of testing hypothesis.

Derivation of a set of abstract relationsDerivation of a set of abstract relations.:-e.g. The .:-e.g. The student will be able to make mathematical discoveries and student will be able to make mathematical discoveries and generalization.generalization.

EVALUATIONEVALUATION This is the highest level in cognitive domain. This objectives This is the highest level in cognitive domain. This objectives

require making value judgment against some criterion. require making value judgment against some criterion. The associated verbs are determine, choose ,verify ,judge, The associated verbs are determine, choose ,verify ,judge, identify etc.identify etc.

Judgment in terms of internal evidencesJudgment in terms of internal evidences:-It involves :-It involves evaluation of accuracy ,consistency etcevaluation of accuracy ,consistency etc

Judgment in terms of external criteriaJudgment in terms of external criteria:- It involves :- It involves evaluation of material with reference to certain selected or evaluation of material with reference to certain selected or recommended criteriarecommended criteria

e.g. The student will be able compare the various e.g. The student will be able compare the various civilizations.civilizations.

AFFECTIVE DOMAINAFFECTIVE DOMAIN Emotions, attitude ,interests ,values ,morals exist and affect all Emotions, attitude ,interests ,values ,morals exist and affect all

human behaviour. It is the school where various values and human behaviour. It is the school where various values and feelings are developed. It is the duty of the teacher to develop the feelings are developed. It is the duty of the teacher to develop the affective domain of the students. It is developed by Bloom, Karth affective domain of the students. It is developed by Bloom, Karth and Massia in 1964.and Massia in 1964.

There are two levels of objectives:-There are two levels of objectives:-

1.Low level objective:-1.Low level objective:- It includes-a) Receiving b) Responding c) valuing.It includes-a) Receiving b) Responding c) valuing.

2.High level objective:- 2.High level objective:- It includes- a) organisation b) characterization of complex values.It includes- a) organisation b) characterization of complex values.

LOW LEVEL OBJECTIVELOW LEVEL OBJECTIVE RECEIVING:- RECEIVING:- This is the first crucial step the learner is to This is the first crucial step the learner is to

be oriented to learn what does teacher intend to do. The be oriented to learn what does teacher intend to do. The associated verbs are –learn ,perceive, observe, receive etc.associated verbs are –learn ,perceive, observe, receive etc.

AWARENESS:- At this Level the learner will be mere conscious AWARENESS:- At this Level the learner will be mere conscious about a situation or object. e.g, The student develops awareness about a situation or object. e.g, The student develops awareness of aesthetic factors in dress .architecture etc.of aesthetic factors in dress .architecture etc.

WILLINGNESS TO RECEIVE:- This level involves behaviour willing WILLINGNESS TO RECEIVE:- This level involves behaviour willing

to tolerate a given stimulus not to avoid it. e.g.The student to tolerate a given stimulus not to avoid it. e.g.The student develops appreciation for other culture.develops appreciation for other culture.

CONTROLLED ATTENTION:- At this level student selects a favoured CONTROLLED ATTENTION:- At this level student selects a favoured stimulus, despite competing or distracting stimuli at a conscious stimulus, despite competing or distracting stimuli at a conscious or pre-conscious level. e. g The student listens music with some or pre-conscious level. e. g The student listens music with some discrimination as to its mood and meaning.discrimination as to its mood and meaning.

RESPONDING: The student ,at this level, indicates a RESPONDING: The student ,at this level, indicates a willingness to participate in a given activity, accepts certain willingness to participate in a given activity, accepts certain ideas. This includes the associated verbs like write ,record, ideas. This includes the associated verbs like write ,record, state answer etc. This level refers to learner’s attention to state answer etc. This level refers to learner’s attention to stimuli such as-stimuli such as-

ACQUIESENCE:-At this level students make response but ACQUIESENCE:-At this level students make response but not fully accept the necessity of doing so. e.g. The students not fully accept the necessity of doing so. e.g. The students exhibit willingness to comply with health regulations.exhibit willingness to comply with health regulations.

WILLINGNESS TO RESPOND:- Here learner is willing to WILLINGNESS TO RESPOND:- Here learner is willing to exhibit the behaviour voluntarily .e.g. The student accepts exhibit the behaviour voluntarily .e.g. The student accepts the responsibility of his own health.the responsibility of his own health.

SATISFACTION IN RESPONSE:- At this level there is feeling SATISFACTION IN RESPONSE:- At this level there is feeling of pleasure in response. e.g. The students find pleasure in of pleasure in response. e.g. The students find pleasure in reading for recreation.reading for recreation.

VALUING: This term is employed in the sense that a thing , VALUING: This term is employed in the sense that a thing , phenomenon or behaviour has worth. It is associated with action phenomenon or behaviour has worth. It is associated with action verbs like accept, indicate ,complete, choose, decide etc .It verbs like accept, indicate ,complete, choose, decide etc .It includes-includes-

ACCEPTANCE OF VALUE:- Here learner exhibits consistency of ACCEPTANCE OF VALUE:- Here learner exhibits consistency of response to the class of objects, phenomena etc. e.g. The student response to the class of objects, phenomena etc. e.g. The student grows his sense of kinship with human beings of all nations.grows his sense of kinship with human beings of all nations.

PREFERENCE FOR A VALUE:- The learner is committed to the PREFERENCE FOR A VALUE:- The learner is committed to the value to pursue it. e.g.-The student will deliberately examines a value to pursue it. e.g.-The student will deliberately examines a variety of news paper to form opinion about corruption.variety of news paper to form opinion about corruption.

COMMITMENT:- belief at this level require high degree of certainty COMMITMENT:- belief at this level require high degree of certainty .Loyalty to a position , group or cause would also be classified .Loyalty to a position , group or cause would also be classified here. e.g.-The student is devoted to those ideas and ideals which here. e.g.-The student is devoted to those ideas and ideals which are the foundations of democracy.are the foundations of democracy.

HIGH LEVEL OBJECTIVEHIGH LEVEL OBJECTIVE ORGANISATION: At this level, the learner integrate and ORGANISATION: At this level, the learner integrate and

reconcile different values and develop value system. The reconcile different values and develop value system. The associated action verbs are –find, determine, correlate, associated action verbs are –find, determine, correlate, compare, complete ,judge etc. Objectives at this level compare, complete ,judge etc. Objectives at this level include-include-

CONCEPTUALISATION OF A VALUE:-It refers to CONCEPTUALISATION OF A VALUE:-It refers to internalization of values. e.g. The student forms judgment internalization of values. e.g. The student forms judgment as to the responsibility of society for conserving human and as to the responsibility of society for conserving human and material resources.material resources.

ORGANISATION OF VALUE SYSTEM:- The goal of such ORGANISATION OF VALUE SYSTEM:- The goal of such objectives seeks that students formulate a philosophy of objectives seeks that students formulate a philosophy of life. e.g.- The students will be able to correlate the various life. e.g.- The students will be able to correlate the various measures of poverty and inequality. measures of poverty and inequality.

CHARACTERISATION BY A VALUE:- This is the highest level CHARACTERISATION BY A VALUE:- This is the highest level of internalization in the taxonomy. A set of values becomes of internalization in the taxonomy. A set of values becomes a way of life. This objective includes action verbs like –a way of life. This objective includes action verbs like –characterization ,demonstrate, discriminate, verify, develop characterization ,demonstrate, discriminate, verify, develop revise etc Objectives at this level relate to the behaviour-revise etc Objectives at this level relate to the behaviour-

A GENERALISED SET OF VALUES- here students respond A GENERALISED SET OF VALUES- here students respond very selectively at a very high level. e.g.- Students exhibit very selectively at a very high level. e.g.- Students exhibit readiness to revise judgment and to change behaviour in readiness to revise judgment and to change behaviour in the light of the evidence.the light of the evidence.

A CHARACTERISATION OR PHILOSOPHY OF LIFE :- This is A CHARACTERISATION OR PHILOSOPHY OF LIFE :- This is the highest level of the process of internalization of value. the highest level of the process of internalization of value. It is concerned with one’s philosophy of life. e.g.-The It is concerned with one’s philosophy of life. e.g.-The student develops a consistent philosophy of life.student develops a consistent philosophy of life.

PSYCHO MOTOR DOMAINPSYCHO MOTOR DOMAIN

• These objectives are concerned with the training of the These objectives are concerned with the training of the students’ physical activities and the development of skills. students’ physical activities and the development of skills. This domain has received less emphasis. Anita. J .Harrow This domain has received less emphasis. Anita. J .Harrow has developed this in the following categories:-has developed this in the following categories:-

• REFLEX MOVEMENT- It includes associated verbs like relax, REFLEX MOVEMENT- It includes associated verbs like relax, stop, bite, stretch etc. It may be segmental and inter-stop, bite, stretch etc. It may be segmental and inter-segmental. e.g.-The students will be able to make the segmental. e.g.-The students will be able to make the structure of the Earth.structure of the Earth.

• FUNDAMENTAL MOVEMENT:- It includes associated verbs FUNDAMENTAL MOVEMENT:- It includes associated verbs like jump, walk, pull ,run, push, catch ,creep ,manipulate like jump, walk, pull ,run, push, catch ,creep ,manipulate etc e.g. The students will be able to move on the exterior etc e.g. The students will be able to move on the exterior of the earth.of the earth.

• PERCEPTUAL ABILITIES:- Objectives in this division address-PERCEPTUAL ABILITIES:- Objectives in this division address-a) Kinesthetic b) Visual c) Auditory d) Tactile a) Kinesthetic b) Visual c) Auditory d) Tactile

e) Co-ordination abilities. e) Co-ordination abilities.

Its associated action verbs are memory tracing, bear bend, Its associated action verbs are memory tracing, bear bend, conduct, touch, sketch, construct etc. e.g. The students will conduct, touch, sketch, construct etc. e.g. The students will be able to memorise and trace the interior of the earth.be able to memorise and trace the interior of the earth.

• PHYSICAL ABILITIES:- This level objectives included are PHYSICAL ABILITIES:- This level objectives included are endurance, strength, flexibility, agility , reaction –respond endurance, strength, flexibility, agility , reaction –respond time, dexterity. The associated action verbs are time, dexterity. The associated action verbs are start ,increase, stand etc . e.g. –The student will be able to start ,increase, stand etc . e.g. –The student will be able to stand on the exterior of the earth.stand on the exterior of the earth.

• SKILLED MOVEMENTS:- Objectives at this level is concerned SKILLED MOVEMENTS:- Objectives at this level is concerned with games, sports ,dance, fine arts. The associated action with games, sports ,dance, fine arts. The associated action verbs are dive ,drive, swim, shoot, dig etc. e.g.-The student verbs are dive ,drive, swim, shoot, dig etc. e.g.-The student will be able to draw the sketch of the structure of the earth.will be able to draw the sketch of the structure of the earth.

• NO DISCUSSIVE COMMUNICATION:- Objectives at this final NO DISCUSSIVE COMMUNICATION:- Objectives at this final level of taxonomy relate to expressive movements like level of taxonomy relate to expressive movements like posture, gesture, facial expression, creative movements. posture, gesture, facial expression, creative movements. The associated action verbs are pose ,tease, stand, sketch The associated action verbs are pose ,tease, stand, sketch etc. e.g.- The student will be able to pose as Indian saint. etc. e.g.- The student will be able to pose as Indian saint.

ConclusionConclusion

• The general aims of education must be translated into The general aims of education must be translated into specific objectives if we are to know that to strive for in the specific objectives if we are to know that to strive for in the behaviour of observable activity of students. The teaching behaviour of observable activity of students. The teaching objectives are identified after analysing the content to be objectives are identified after analysing the content to be taught because teaching is a meaningful and purposeful taught because teaching is a meaningful and purposeful activity. Many objectives are a combination of cognitive, activity. Many objectives are a combination of cognitive, affective and psychomotor objective, but it also involves affective and psychomotor objective, but it also involves knowledge of the principles and conceptions about the knowledge of the principles and conceptions about the model or graph and also the attitude and interests of the model or graph and also the attitude and interests of the learner.learner.