Benjamin Bloom: Classification of Learning Outcomes

This essay discusses Benjamin Bloom's classification of learning outcomes based on cognitive, affective, and psychomotor domains. It explores the six levels of the cognitive domain and provides suggested activities. The essay also emphasizes the importance of everyday learning and the individual differences in learning outcomes.

Benjamin Bloom

Table of Contents
INTRODUCTION...........................................................................................................................1
MAINBODY....................................................................................................................................1
CONCLUSION................................................................................................................................2
REFERANCES................................................................................................................................3
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INTRODUCTION
Learning is a way to increase the knowledge of an individual. Through learning only an
individual can process new skill set and can adapt to this fast and changing environment.
Teachers at different level uses different types of activity so that their learning outcomes can be
more effective for the students and these outcomes are different to each other. Benjamin bloom
an American educational psychologist classified these outcomes based on three domain which
are cognitive, affective and psychomotor domains.
This essay includes three different domains of outcomes and the six level of cognitive
domain and some suggested activity.
MAINBODY
Learning is a never ending process in an individuals life. An individual learns from their
day to day activities, everyday they learn something new and acquire a new skill set so that they
can develop themselves (Linstead and et. al., 2017). Teachers all over the world uses different
techniques and different activities so that they can have the outcome according to their likes.
Learning outcomes are the statement or the result of what an individual should be able to do or
able to know at the end of their learning. The learning outcomes can differ from individual to
individual and Benjamin bloom an American education psychologist came up with a method to
classify these outcomes on the basis of three domains. The first domain is cognitive domain, this
domain deals with the development of mental skills and acquiring of new knowledge. This
domain aims to remembering some facts or some pattern that will help in developing abilities
and skills within individual. The second domains is the affective domain it deals with affective
abilities and the motivation of the individual to learn, it deals with the disposition for appropriate
emotions and responses.. The next domain is the psychomotor domain and it deals with the
utilization of the motor skills with the ability of coordinating them, it includes physical action
reflexes and other mechanism.
The cognitive domain consist of six levels, knowledge, comprehension, application,
analysis, synthesis and evaluation. The first level of this domain is knowledge and remembering
information (Linstead and et. al., 2017). This level deals with the ability of an individual to
remember or recall some previously learned material, it involve remembering the data from a
wide range of material and other facts. In context with recycling the individual have to recall the
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process and the the materials for recycling. The second level of this domain is comprehension
and it deals with the ability of an individual to grasp the true essence of the material. It can be
said as the ability of an individual to rephrase the remembered material. For recycling the
individual have to classify and categorize between different types of recycling products as they
all have different methods of recycling. The next level of domain is the application domain, this
domain refers to the ability of an individual to apply the recalled information for the required
task or at the required situations (Ipsen and et. al., 2016). This includes the ability of using rules,
facts and method at different situation. In context with recycling the the individuals have to apply
the recalled process of recycling in action so as to get some results. The next level of domain is
analysis which deals with the breakdown of large materials for better communication, this level
classifies the material into different categories so that the information can be broken and the
organisational structure can be understood. In this stage he process of recycling is broken into
small fragments so as to understand it better. The next level of domain is synthesis, it deals with
the ability to combine the diversified information in a new whole information that can be easily
exchanged, it can also be said as combining all the required information into one whole new
improved information (Goksu, 2016). This level deals with the combining of all the fragmented
process of recycling so as to form the most effective one . The next level of domain is evaluation,
it is concerned with the ability of an individual to assess, appraise and critique on the value of the
information is and it means to give judgement for the value of the material and information. At
this level the individual evaluates the process whether it was efficient or not.
CONCLUSION
From the above essay it is concluded that everyday the individual learns something new
and the outcomes of these learning differs form individual to individual. So Benjamin Bloom
came up with three domains which classifies the learning outcome in three domains. This report
has also throw some light on the six level of the cognitive domain.
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REFERANCES
Books and Journals
Ballantyne, R. and et.al., 2018. Visitors' values and environmental learning outcomes at wildlife
attractions: Implications for interpretive practice. Tourism Management.64. pp.190-201.
Goksu, I., 2016. The Evaluation of the Cognitive Learning Process of the Renewed Bloom
Taxonomy Using a Web Based Expert System. Turkish Online Journal of Educational
Technology-TOJET. 15(4). pp.135-151.
Ipsen, D.H. and et. al., 2016. Obesity Biology and Integrated Physiology.
Linstead, E. and et. al., 2017. Intensity and learning outcomes in the treatment of children with
autism spectrum disorder. Behavior modification. 41(2). pp.229-252.
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