Learning Domains & Taxonomies
Learning Domains & Taxonomies
A domain is a distinct sphere of knowledge or intellectual activity. A taxonomy is a classification system that arranges the parts of a whole into a hierarchy — generally, a lower level is a prerequisite to a higher one. Learning theory recognizes three domains:
1. Cognitive
Knowledge and the development of intellectual skills — recall and recognition of facts, procedural patterns, and concepts.
“What do you want graduates to know?”
2. Affective
The way people deal with things emotionally — feelings, values, appreciations, and attitudes.
“What do you want students to care about / value?”
3. Psychomotor (Behavioral)
Physical movement, coordination, and use of motor skills — measured by speed, precision, and technique in execution.
“What do you want graduates to be able to do?”
Cognitive Domain — Bloom’s Taxonomy
Six categories, lowest to highest. Higher levels demand more complex intellectual skills — advanced courses target the upper levels.
| Category / Level | Behaviour | Demonstration & evidence to measure | Key action verbs |
|---|---|---|---|
| 1. Remembering | Recall or recognize information. | Multiple-choice test; recount facts or statistics; recall a process, rule or definition; quote a law or procedure. | Arrange, define, describe, label, list, memorize, recognize, relate, reproduce, select, state |
| 2. Understanding | Understand meaning; restate in one’s own words; interpret, extrapolate, translate. | Explain or interpret meaning from a scenario; suggest a treatment or solution; create examples or metaphors. | Explain, reiterate, reword, critique, classify, summarize, illustrate, translate, review, report, discuss, estimate, interpret, paraphrase, example |
| 3. Applying | Use or apply knowledge; put theory into practice in 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. Analyzing | Interpret elements, structure and internal relationships; assess quality and reliability of components. | Identify the parts and functions of a process; de-construct a methodology; assess relationships, values and effects; measure needs. | Analyze, break down, catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide |
| 5. Evaluating | Assess effectiveness against values, outputs, efficacy and viability; critical thinking and judgment vs. external criteria. | Review options for cost-effectiveness; assess sustainability; SWOT analysis; financial justification; detailed risk analysis with recommendations. | Review, justify, assess, present a case for, defend, report on, investigate, direct, appraise, argue, project-manage |
| 6. Creating | Develop new, unique structures, systems, models, approaches and ideas; creative thinking. | Develop plans or procedures; design solutions; integrate methods, resources and ideas; create teams or new approaches; write protocols. | Develop, plan, build, create, design, organize, revise, formulate, propose, establish, assemble, integrate, re-arrange, modify |
Affective Domain — Bloom’s Taxonomy
Attitudes and dispositions, ordered by internalization — from general awareness to a value set that consistently guides behaviour. Five levels:
| Category / Level | Behaviour | Demonstration & evidence to measure | Key action verbs |
|---|---|---|---|
| 1. Receiving | Open to experience; willing to hear. | Listen to the teacher; take interest; take notes; make time for the learning experience; participate passively. | Ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read |
| 2. Responding | React and participate actively. | Active participation in group discussion; interest in outcomes; question and probe ideas; suggest interpretation. | React, respond, seek clarification, interpret, clarify, provide examples, contribute, question, present, cite, help team, perform |
| 3. Valuing | Attach values and express personal opinions. | Decide the worth and relevance of ideas; accept or commit to a particular stance or action. | Argue, challenge, debate, refute, confront, justify, persuade, criticize |
| 4. Organizing / Conceptualizing | Reconcile internal conflicts; develop a value system. | Qualify and quantify personal views; state personal position and reasons; state beliefs. | Build, develop, formulate, defend, modify, relate, prioritize, reconcile, contrast, arrange, compare |
| 5. Internalizing Values | Adopt a belief system and philosophy. | Self-reliant; behave consistently with a personal value set. | Act, display, influence, solve, practice |
Psychomotor Domain — Bloom’s Taxonomy
Producing something or demonstrating a skill, building through observation, imitation, practice and habit. Feedback drives improvement. Five levels:
| Category / Level | Behaviour | Demonstration & evidence to measure | Key action verbs |
|---|---|---|---|
| 1. Imitation | Copy the action of another; observe and replicate. | Watch the teacher or trainer and repeat the action, process or activity. | Copy, follow, replicate, repeat, adhere, attempt, reproduce, organize, sketch, duplicate |
| 2. Manipulation | Reproduce activity from instruction or memory. | Carry out a task from written or verbal instruction. | Re-create, build, perform, execute, implement, acquire, conduct, operate |
| 3. Precision | Execute a skill reliably, independent of help; quick, smooth and accurate. | Perform a task with expertise and high quality without assistance; able to demonstrate it to other learners. | Demonstrate, complete, show, perfect, calibrate, control, achieve, accomplish, master, refine |
| 4. Articulation | Adapt and integrate expertise to satisfy a new context or task. | Relate and combine associated activities to develop methods that meet varying, novel requirements. | Solve, adapt, combine, coordinate, revise, integrate, develop, formulate, modify, master |
| 5. Naturalization | Instinctive, effortless, unconscious mastery at a strategic level. | Define the aim, approach and strategy for using activities to meet a strategic need. | Construct, compose, create, design, specify, manage, invent, project-manage, originate |
Learning Domains & Bloom’s Taxonomy · Cognitive · Affective · Psychomotor