Three Core Concepts
Concept 01
The Cognitive Domain — Original vs. Revised
Core principle/rule: The Cognitive Domain concerns intellectual skills, knowledge acquisition and mental processing. In 2001, Lorin Anderson and David Krathwohl radically revised Benjamin Bloom's original 1956 hierarchy to make it more dynamic and applicable to modern teaching.
Key facts
- The shift: Categories changed from nouns to action verbs—for example, Knowledge became Remember.
Lower-Order Thinking Skills (LOTS)
1 · Remember (Knowledge)Recalling basic facts.
2 · Understand (Comprehension)Explaining ideas or concepts.
3 · Apply (Application)Using information in new situations.
Higher-Order Thinking Skills (HOTS)
4 · Analyze (Analysis)Drawing connections among ideas.
5 · Evaluate (Evaluation)Justifying a stand or decision.
6 · Create (Synthesis)Producing new or original work.
- The apex swap: In the original taxonomy, Evaluation was highest. In 2001, Synthesis was renamed Create and moved to the top, placing creation above evaluation.
Concept 02 · Krathwohl, 1964
The Affective Domain
Core principle/rule: The Affective Domain addresses emotional intelligence, feelings, values, motivations and attitudes—how learners internalise and commit to values over time.
Strict hierarchy · Lowest to highest internalisation
- Receiving: Willingness to pay attention—for example, listening respectfully.
- Responding: Active participation and reaction—for example, joining a class debate.
- Valuing: Attaching worth or value to a phenomenon—for example, proposing a plan for social justice.
- Organization: Resolving conflicts among values and building an internal value system—for example, balancing freedom with responsibility.
- Characterization: A value system completely controls behaviour and defines lifestyle—for example, consistently acting with integrity.
Concept 03
Action Verbs and Question Framing
Core principle/rule: A Vice-Principal's core administrative competency is vetting examination papers so they test more than rote memory. Teachers must use specific action verbs to align questions with the intended Bloom's level.
Key action verbs
- Remembering: Define, list, state, memorise, repeat.
- Understanding: Classify, describe, explain, summarise, translate.
- Analyzing: Compare, contrast, deconstruct, differentiate, interrogate.
- Evaluating: Appraise, argue, defend, judge, critique.
- Creating: Design, construct, formulate, invent, compose.
Quick Reference
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| Hierarchy Level (Low to High) | Cognitive Domain (Original 1956) | Cognitive Domain (Revised 2001) | Affective Domain (1964) |
|---|
| Level 1 (Lowest) | Knowledge | Remember | Receiving |
| Level 2 | Comprehension | Understand | Responding |
| Level 3 | Application | Apply | Valuing |
| Level 4 | Analysis | Analyze | Organization |
| Level 5 | Synthesis | Evaluate | Characterization (Highest) |
| Level 6 (Highest) | Evaluation | Create | N/A |