Bloom’s
Ta x o n o m y
HUMERA SAJID
BLOOM’S TAXONOMY
Taxonomi is a Greek word. Taxis=arrangement, nomos=science, the science
of arrangement. It is fancy word for classification.
This taxonomy refers to the classifications of skills that a learner should
acquire. Skills are divided into three domains.
Bloom's Taxonomy was created in 1956 under the leadership of educational
psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in
education, such as analyzing and evaluating concepts, processes, procedures, and
principles, rather than just remembering facts (rote learning). It is most often
used when designing educational, training, and learning processes.
WHY BLOOM’S TAXONOMY
Learner as a whole person with experiences and previous
knowledge.
How can one write learning
outcomes?
Bloom taxonomy
3 DOMAINS OF LEARNING
1. Cognitive domain
or stimulation of the mind
2. Affective domain
or influencing the emotions
3. Psychomotor domain
or physical action
3 Hs : Head, Hand and Heart
Learning outcomes refer to obser vable and measurable
•
knowledge
•
skills
•
attitudes
KSA/SKA/ASK= Knowledge, Skills
and Attitude
Cognitive Domain
Bloom (1956) proposed that knowing is composed of six
successive levels arranged in a hierarchy. (OLD VERSION)
6. Evaluation
5. Synthesis
4.Analysis
3. Application
2. Comprehension
1. Knowledge
Revised version
5 years later by Krathwohl and Anderson
Affective Domain
5.
Internalizing
4.
Organizing
3.Valuing
2. Responding
1. Receiving
Integration of beliefs, ideas and attitudes
Comparing, relating, synthesising values
Commitment to a value
Active participation in own learning
Willingness to receive information
Psychomotor Domain
NaturalizationAutomated,
unconscious mastery of
activity and related skills at
strategic level.
Articulation: Adapt and integrate
expertise to satisfy a non-standard
objective.
Precision: Execute skill reliably, independent of help.
Manipulation: Reproduce activity from instructions or memory
Imitation: Copy the action of another. Observe and replicate.
COGNITIVE
DOMAIN
1. Remember - ability to recall or remember
facts without necessarily understanding them
• Use action verbs such as:
6. Create
5. Evaluate
4.Analyze
3. Apply
2. Understand
1. Remember
Arrange, collect, define,
describe, duplicate, enumerate,
examine, find, identify, label, list,
locate, memorise, name, order,
outline, present, quote, recall,
recognise, recollect, record,
recount, relate, repeat,
reproduce, show, state,
tabulate, tell.
2. Understand - ability to understand and
interpret learned information
• Use action verbs such as:
6. Create
5. Evaluate
4.Analyze
3. Apply
2. Understand
1. Remember
Associate, change, clarify,
classify, construct, contrast,
convert, decode, defend,
describe, differentiate,
discriminate, discuss,
distinguish, estimate, explain,
express, extend, generalise,
identify, illustrate, indicate,
infer, interpret, locate,
predict, recognise, report,
restate, review, select, solve,
translate.
3. Application: Using information to solve
problems; transferring abstract or theoretical
situations, e.g. Put ideas and concepts to work in
solving problems
6. Create
5. Evaluate
4.Analyze
3. Apply
2. Understand
1. Remember
• Use action verbs such as:
Apply, assess, calculate, change,
choose, complete, compute,
construct, demonstrate, develop,
design, discover, dramatise, employ,
examine, experiment, find,
illustrate, interpret, manipulate,
modify, operate, organise, practice,
predict, prepare, produce, relate,
schedule, select, show, sketch,
solve, transfer, use.
4. Analysis: ability to break down information into its
components, e .g. Look for inter-relationships and ideas
(understanding of organisational structure)
6. Create
5. Evaluate
4.Analyze
3. Apply
2. Understand
1. Remember
• Use action verbs such as:
Analyse, appraise, arrange, break down,
calculate, categorise, classify, compare,
connect, contrast, criticise, debate, deduce,
determine, differentiate, discriminate,
distinguish, divide, examine, experiment,
identify, illustrate, infer, inspect, investigate,
order, outline, point out, question,
recognise, relate, separate, solve, sub-divide,
test.
6 . Evaluation: Ability to make Judgements about
information,valididty of ideas or validity of ideas,
or quality of work based on a set of criteria
6. Create
5. Evaluate
4.Analyze
3. Apply
2. Understand
1. Remember
• Use action verbs such as:
Appraise, ascertain, argue, assess,
attach, choose, compare, conclude,
contrast, convince, criticise, decide,
defend, discriminate, explain,
evaluate, interpret, judge, justify,
measure, predict, rate, recommend,
relate, resolve, revise, score,
summarise, support, validate, value.
5. Synthesis/create - ability to put parts
together and create new ideas from old
concepts
• Use action verbs such as:
6. Create
5. Evaluate
4.Analyze
3. Apply
2. Understand
1. Remember
Argue, arrange, assemble, categorise,
collect, combine, compile, compose,
construct, create, design, develop, devise,
establish, explain, formulate, generalise,
generate, infer, integrate, invent, make,
manage, modify, organise, originate, plan,
prepare, propose, rearrange,
reconstruct, relate, reorganise, revise,
rewrite, set up, summarise.
EXAMPLES TO CLARIFY LEVELS IN
BLOOMS TAXONOMY
• Remember: who is the main character?
• Understanding: what is the main idea of the story?
• Applying: what questions would you like to ask in an interview with the main
characters?
• Analysis: How is the story related to your life?
• Evaluation: what choices would you have made if you were in the story?
• Create: How would you adapt the plot to create a different story?
Work sheet: Fill the empty pyramid
with appropriate action verbs
(Not possible in an online class)
HOTs
LOTs
in Cognitive domain
Why we are learning about
Bloom’s Taxonomy?
How this taxonomy helps teachers?
• It provides a common language for teachers to discuss and
exchange learning and assessment methods.
• It is commonly used to assess learning on a variety of cognitive
levels
• Blooms taxonomy provide a checklist to verify that learners are
not just passively acquiring knowledge, but they also learn how to
apply knowledge, how to integrate it in their thinking and how to
reflect upon it by using critical thinking.
• Bloom’s puts a magnifying lens on all aspects of course design. With
greater clarity in assessment, teachers are able to more clearly
state a course’s learning outcomes.
ALTERNATIVE TAXONOMY