Zulfia Azizah

202010100311014

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David
Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational
Objectives. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of
K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge,
Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were
presented as “skills and abilities,” with the understanding that knowledge was the necessary
precondition for putting these skills and abilities into practice.

In 1994, one of Bloom's students, Lorin Anderson Krathwohl and other cognitive psychologists, revised
Bloom's taxonomy to suit the times. The results of these improvements were published in 2001 under
the name Revised Bloom's Taxonomy. Revision is only done in the cognitive domain.

A. Cognitive domain
 Creating
Creating involves putting elements together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure through generating, planning, or
producing. Creating requires users to put parts together in a new way, or synthesize parts
into something new and different thus creating a new form or product.  This process is
the most difficult mental function in the new taxonomy. 
 Evaluating
Evaluating involves making judgments based on criteria and standards through checking
and critiquing. Critiques, recommendations, and reports are some of the products that can
be created to demonstrate the processes of evaluation.  In the newer
taxonomy, evaluating comes before creating as it is often a necessary part of the
precursory behavior before one creates something. 
  Analyzing
Analyzing involves breaking materials or concepts into parts, determining how the parts
relate to one another or how they interrelate, or how the parts relate to an overall structure
or purpose. Mental actions included in this function are differentiating, organizing, and
attributing, as well as being able to distinguish between the components or parts. When
one is analyzing, he/she can illustrate this mental function by creating spreadsheets,
surveys, charts, or diagrams, or graphic representations.
 Applying
Applying involves carrying out or using a procedure through executing, or
implementing. Applying relates to or refers to situations where learned material is used
through products like models, presentations, interviews or simulations.
 Understanding
Understanding involves constructing meaning from different types of functions be they
written or graphic messages, or activities like interpreting, exemplifying, classifying,
summarizing, inferring, comparing, or explaining.
 Remembering
Remembering involves recognizing or recalling knowledge from memory. Remembering
is when memory is used to produce or retrieve definitions, facts, or lists, or to recite
previously learned information.

B. Domain Affective
Skills in the affective domain describe the way people react emotionally and their ability to feel
other living things' pain or joy. Affective objectives typically target the awareness and growth
in attitudes, 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;
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 can
accommodate them within their own schema; the student is comparing, relating and
elaborating on what has been learned.
 Characterizing
The student at this level tries to build abstract knowledge

C. Psychomotor domain
 Perception
The ability to use sensory cues to guide motor activity: This ranges from sensory
stimulation, through cue selection, to translation.
 Set
Readiness to act: It includes mental, physical, and emotional sets. These three sets are
dispositions that predetermine a person's response to different situations (sometimes
called mindsets). This subdivision of psychomotor is closely related with the "responding
to phenomena" subdivision of the affective domain.
 Guided response
The early stages of learning a complex skill that includes imitation and trial and error:
Adequacy of performance is achieved by practicing.
  Mechanism
The intermediate stage in learning a complex skill: Learned responses have become
habitual and the movements can be performed with some confidence and proficiency..
 Complex overt response
The skillful performance of motor acts that involve complex movement patterns:
Proficiency is indicated by a quick, accurate, and highly coordinated performance,
requiring a minimum amount of energy. This category includes performing without
hesitation and automatic performance. For example, players will often utter sounds of
satisfaction or expletives as soon as they hit a tennis ball or throw a football because
they can tell by the feel of the act what the result will produce.
 Adaptation
Skills are well developed and the individual can modify movement patterns to fit special
requirements.
 Origination
Creating new movement patterns to fit a particular situation or specific problem:
Learning outcomes emphasize creativity based upon highly developed skills.

List of References:
1. Ahmad, Anwar. (2021). The revised Bloom Taxonomy. https://educarepk.com/the-
revised-blooms-taxonomy.html
2. Bind. (2021). Bloom Taxonomy. http://bind.fkip.unila.ac.id/taksonomi-bloom-apa-
dan-bagaimana-menggunakannya/
3. Wikipedia. (2022). Bloom’s Taxonomy. https://en.wikipedia.org/wiki/Bloom
%27s_taxonomy