Kumamoto University Graduate school of instructional systems
Table of Contents for:
4.Taxonomy of Learning Objectives and Aptitude Treatment Interaction

◆Detailed Classification of Taxonomy and Examples of Test Items (under construction)◆



1.00 Knowledge
1.10 Knowledge of Specifics
1.11 Knowledge of Terminology
1.12 Knowledge of Specific Facts


1.20 Knowledge of ways and Means of Dealing with Specifics
1.21 Knowledge of Conventions
1.22 Knowledge of Trends and Sequences
1.23 Knowledge of Classifications and Categories
1.24 Knowledge of Criteria
1.25 Knowledge of Methodology


1.30 Knowledge of the Universals and Abstractions in a field
1.31 Knowledge of Principles and Generalizations
1.32 Knowledge of Theories and Structures

2.00 Comprehension
2.10 Translation
2.20 Interpretation
2.30 Extrapolation



3.00 Application



4.00 Analysis
4.10 Analysis of Elements
4.20 Analysis of Relationships
4.30 Analysis of Organizational Principles



5.00 Synthesis
5.10 Production of a Unique Communication
5.20 Production of a Plan, or Proposed Set of Operations
5.30 Derivation of a Set of Abstract Relations



6.00 Evaluation
6.10 Judgements in terms of Internal Evidence
6.20 Judgements in terms of External Criteria
Note: Original terms (and Japanese translations) are from Eiichi Kajita, Educational Evaluation (Yuhikaku, 1983), pp.113-119




1.0 Receiving
1.1 Awareness
1.2 Willingness to Receive
1.3 Controlled or Selected Attention


2.0 Responding
2.1 Acquiescence in Responding
2.2 Willingness to Respond
2.3 Satisfaction in Response


3.0 Valuing
3.1 Acceptance of a Value
3.2 Preference for a Value
3.3 Commitment


4.0 Organization
4.1 Conceptualization of a Value
4.2 Organization of a Value System


5.0 Characterization
5.1 一Generalized Set
5.2 Characterization
Note: Original terms (and Japanese translations) are from Eiichi Kajita, Educational Evaluation (Yuhikaku, 1983), pp.121-132




1.0 Receiving
  • Do you want more time to read?
  • Do you have a couple of books that you are impatient to read?
  • Do you want to collect books?
  • Do you want to know more about current famous authors in the United States?


2.0 Responding
  • When you call on a friend and he/she has books in his/her room, do you read titles or book jackets?
  • When you walk along a street and happen to be in front of a bookshop, do you stop to see book titles on display in a window?
  • Do you finish reading a book in a couple of days?
  • Do you rarely spend an afternoon or evening reading a book?


3.0 Valuing
  • Do you spend time browsing books in a library or bookshop?
  • Do you rarely lose yourself in reading a certain book so much that you cannot help recommending it to a friend?
  • Do you collect books according to your preference except reference books for study?
  • When a library of your school does not have a book you want to read, do you rarely borrow the book from another library?


4.0 Organization
  • Do you like to get other people's opinions on a book you read?
  • Has reading had some influence on you in choosing a future path?
  • Has reading had some influence on you when you form an opinion as to unemployment or other social issues?
  • Has reading had some influence on you when you form an opinion as to marriage or family life?

Source: Bloom, et al. (translated by Shibuya, Fujita and Kajita) Educational Assessment Method Handbook (Daiichi-hoki shuppan, 1972), p.327
Note: Although the last two questions are cited as items of 4.0 Organization, they seem to me those of 5.0 Characterization. From the beginning, 5.0 Characterization might be excluded. At any rate, we can understand that the degree of internalization can be judged by changing the way of asking.