A learning outcome is a statement of what a learner is expected to be able to do, know about and what knowledge he has gained out of a unit of study, and how can they achieve those outcomes. It states both the substances of learning and how it can be attained. In Bloom's Taxonomy, the educational objectives of learning are arranged under three domains in a hierarchy, so that items in each domain are ranked by its importance. Bloom's Taxonomy identified three domains of educational activities: The cognitive domain ​​It is also known as the thinking domain. Initially, the six basic objectives in Bloom’s taxonomy are knowledge, comprehension, application, analysis, synthesis, and evaluation. These objectives are considered as a hierarchy, each skill building on those below, but this is not entirely accurate. In 2001, a group of educational researchers published the first major revision of the cognitive taxonomy. These are as follows: Remembering: Remembering or recognizing something without necessarily understanding, using, or changing it. Understanding: Understanding the material being communicated without necessarily relating it to anything else. Applying: Using a general concept to solve a particular problem. Analyzing: Breaking something down into its parts. Evaluating: Judging the value of materials or methods as they might be applied in a particular situation. Creating: Creating something new by combining different ideas. Remembering, understanding, and applying is considered as the lower level objectives while analyzing, evaluation, and creating are considered as high-level objectives. The six processes of remembering, understanding, applying, analyzing, evaluating, and creating acting on four kinds of knowledge—factual, conceptual, procedural, and metacognitive. The affective domain: It is also known as the domain of emotional response. These objectives aim to develop certain interests, attitudes, appreciation, and values among pupils. At the lowest level, a student simply pays attention to a certain idea. At the highest level, the student adopts an idea or a value and acts consistently with that idea. The affective domain has five basic objectives: Receiving: Being aware of or attending to something in the environment. Responding: Showing some new behavior as a result of experience. Valuing: Showing some definite involvement or commitment. Organization: Integrating a new value into your general set of values, giving it some ranking among your general priorities. Characterization by value: Acting consistently with the new value. The psychomotor domain: ​​In this domain, learning depends on the mastery of the physical skill. It includes demonstrative skills and performing specific tasks, for example, writing, reading, making illustrations, diagrams, and maps, etc. The psychomotor domain has five basic objectives: ​​Imitation: It includes a demonstration of a skill by a skilled person and the learner tries to follow the same. Manipulation: A learner tries to experiment on various aspects, like manipulating machinery, equipment, etc. Precision: Accuracy in performing various acts increases with practice. Articulation: Achieving the desired level of efficiency and effectiveness through practice. Naturalization: Skill is internalized and an individual is able to adapt, modify, or design new techniques, methods, or procedures according to the requirements of a situation. ​Hence, Showing the ability to analyze and synthesize, Articulation and naturalization, and Organization and characterization are the higher-level learning outcomes.