1. Writing Objectives in Blooms Taxonomy
Adapted from Huitt (1998)

2. Writing Instructional Objectives
Instructional objectives, including behavioral objectives, can be written for any of the domains of instruction
Cognitive
Affective
Psychomotor

3. The Cognitive Domain
Bloom's Taxonomy of the Cognitive Domain (started in 1948 and completed in 1956) was one of the most influential statements about levels of knowing.
The official title of the book is Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain with the text having 4 other authors (M. Englehart, E. Furst, W. Hill, and D Krathwohl).

4. The Cognitive Domain
he major idea of the taxonomy is that what educators want students to know (and, therefore, statements of educational objectives) can be arranged in a hierarchy from less to more complex.
The taxonomy contains six levels, with sublevels identified for each.

5. The Cognitive Domain A mnemonic device for remembering the six levels:
Killing
Knowledge
Cats
Comprehension
Almost
Application
Always
Analysis
Seems
Synthesis
Evil
Evaluation

6. The Cognitive Domain
Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.
Knowledge

7. Write List Label Name State
The Cognitive Domain
Write List Label Name State
Define
Knowledge

8. The Cognitive Domain
The student will define the 6 levels of Bloom's taxonomy of the cognitive domain.
Knowledge

9. The Cognitive Domain
Student translates, comprehends, or interprets information based on prior learning.
Comprehension

10. The Cognitive Domain Explain Summarize Paraphrase Describe
Illustrate
Comprehension

11. The Cognitive Domain
The student will explain the purpose of Bloom's taxonomy of the cognitive domain.
Comprehension

12. The Cognitive Domain
Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.
Application

13. Demonstrate Apply Construct
The Cognitive Domain
Use
Compute
Solve
Demonstrate Apply Construct
Application

14. The Cognitive Domain
The student will write an instructional objective for each level of Bloom's taxonomy.
Application

15. The Cognitive Domain
Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question.
Analysis

16. The Cognitive Domain Analyze Categorize Compare Contrast Separate
Analysis

17. The Cognitive Domain
The student will compare and contrast the cognitive and affective domains.
Analysis

18. The Cognitive Domain
Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.
Synthesis

19. The Cognitive Domain Create Design Hypothesize Invent Synthesis
Develop
Synthesis

20. The Cognitive Domain
The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains.
Synthesis

21. The Cognitive Domain
Student appraises, assesses, or critiques on a basis of specific standards and criteria.
Evaluation

22. The Cognitive Domain
Judge
Recommend
Critique
Justify
Evaluation

23. The Cognitive Domain
The student will judge the effectiveness of writing
objectives using Bloom's taxonomy.
Evaluation

24. The Cognitive Domain
In general, research over the last 40 years has confirmed the taxonomy as a hierarchy with the exception of the last two levels.
It is uncertain at this time whether synthesis and evaluation should be reversed (i.e., evaluation is less difficult to accomplish than synthesis) or whether synthesis and evaluation are at the same level of difficulty but use different cognitive processes.

25. The Cognitive Domain
I believe the latter is more likely as it relates to the differences between creative and critical thinking.
Creative Thinking
Critical Thinking
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge

26. The Affective Domain
Being aware of or attending to something in the environment
Receiving
Showing some new behaviors as a result of experience
Responding
Showing some definite involvement or commitment
Valuing
Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay.

27. The Affective Domain
Integrating a new value into one's general set of values, giving it some ranking among one's general priorities.
Organization
Characterization by Value
Acting consistently with the new value; person is known by the value.

28. The Psychomotor Domain
Process of becoming aware of objects, qualities, etc by way of senses. Basic in situation-interpretation-action chain leading to motor activity.
Perception
Readiness for a particular kind of action or experience; may be mental, physical or emotional.
Set
Simpson, J. S. (1966). The classification of educational objectives, psychomotor domain. Office of Education Project No Urbana, IL: University of Illinois.

29. The Psychomotor Domain
Overt behavioral act under guidance of an instructor, or following model or set criteria.
Guided Response
Learned response becomes habitual; learner has achieved certain confidence and proficiency or performance.
Mechanism

30. The Psychomotor Domain
Complex Overt Response
Performance of motor act considered complex because of movement pattern required.
Altering motor activities to meet demands of problematic situations.
Adaptation

31. The Psychomotor Domain
Creating new motor acts or ways of manipulating materials out of skills, abilities and understandings developed in the psychomotor area.
Origination

32. Writing Instructional Objectives
While it is possible to write instructional objectives of all types for each of the three domains, the vast majority are written for the cognitive domain.
The major exceptions include preschool, physical education, and perhaps fine arts courses such as sculpturing and drama.