Bloom's Taxonomy and Its Effect on Learning Objectives
Benjamin Bloom identified three learning domains: cognitive, psychomotor, and affective.
Bloom’s group expanded on these domains, and created a hierarchical ordering
of the cognitive and affective learning outcomes. They subdivided each domain, from the simplest behavior to the most complex: knowledge, comprehension,
application, analysis, synthesis, and evaluation. Each level builds on the earlier one. For
example, knowledge must take place prior to comprehension, comprehension must take place prior to application, and so forth.
How does Bloom’s taxonomy relate to writing objectives? Learning objectives are written to specify the performance (knowledge or skill) that is desired after learning. The taxonomy indicates the behavioral level the learner will know or be able to do at the end of the training. For example, “will be able to apply” instead of just "identify.”
Below is a list of verbs associated with the different sections of Bloom's Taxonomy
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