1. Bloom’s Taxonomy
Bloom’s taxonomy is a classification scheme proposed by the American educational psychologist Benjamin Bloom in 1956 at the University of Chicago. It classifies educators’ teaching objectives so that each objective can be achieved more effectively. According to Bloom’s theory, knowledge can be divided into the following three domains:
- Affective Domain
- Psychomotor Domain
- Cognitive Domain
Each domain corresponds to a different level of learning, and the higher levels correspond to more complex content within the discipline, and are also closer to mastery of that discipline (Mastery, translated as 精熟 in Taiwan). The ultimate goal of Bloom’s taxonomy is to encourage teachers to focus on all three domains of teaching, so as to achieve a holistic education.
2. Affective Domain
The affective domain describes the ways people respond emotionally, and their ability to feel the pain and joy of other living beings. Objectives in the affective area usually target the awakening and growth of attitudes, emotions, and feelings.
The processes within the affective domain can be divided into five levels, from low to high:
2.1 Receiving
Receiving is the lowest-level process in the affective domain; the student is passively asked to pay attention. If even this level cannot be reached, then there is arguably no learning at all.
2.2 Responding
At this level, the student not only reacts to a stimulus but can also actively take part in the learning process.
2.3 Valuing
The student can attach a value to an object, a phenomenon, or a piece of information.
2.4 Organizing
The student places different values, information, and ideas together and uses his or her own schema to accommodate them. Compare, relate, and extend what has been learned.
2.5 Internalization (Characterizing)
The student has come to regard what was learned as an instinct.
3. Psychomotor Domain
The psychomotor domain describes people’s ability to actually use a tool or instrument, such as a hammer. The purpose of the psychomotor domain usually focuses on change and the development of behavior and skills.
4. Cognitive Domain
The cognitive domain includes the following six:
4.1 Memory (Remember)
Memory refers to the recall of data or information. For example:
4.2 Comprehension
Demonstrate comprehension of facts and ideas: organize, compare, translate, interpret, provide descriptions, and clarify the main points; translation, interpretation, extrapolation. For example, a question such as: the comparative health benefits of eating apples versus oranges.
4.3 Application (Application)
Use new knowledge. In a new situation, apply the learned knowledge, facts, techniques, and rules in a different way to solve a problem. For example, a question such as: which kind of apple is most suitable for baking a pie, and why?
4.4 Analysis
Examine and analyze motives or causes, then break information down into parts. Draw inferences and find evidence to support generalizations: element analysis, relationship analysis, organizational-principle analysis. For example, a question such as: list four aspects of service for foods made from apples, and explain which have the best health benefits. Then provide references to support your statements.
4.5 Evaluation
Evaluation (using criteria, theories, or processes to judge value): evaluate, indicate, prove, assess, test, judge, grade, measure, identify, select, examine, defend, determine, support, maintain, criticize, comment, weigh, appraise, choose, compare, contrast, decide, estimate, grade, rate, modify, score, coordinate, debate, deduce, induce, recommend, monitor, draw conclusions, distinguish, explain (why), interpret, relate, summarize the problem, challenge, advocate, persuade.
4.6 Create (Create)
Create new or original outcomes: design, combine, organize and structure, reason or speculate, develop, formulate, create, investigate new knowledge or information.
