Editing Bloom Taxonomy

= Bloom Taxonomy =
[[File:Bloom.png|thumb]]
== Remembering (Knowledge / Recall) ==
🧠 At this level, an expert can **define** Bloom’s taxonomy and **name** its foundational terms, contributors, versions, and common usage contexts.

* '''Core terminology & definitions'''
** '''[https://en.wikipedia.org/wiki/Bloom%27s_taxonomy Bloom's taxonomy]''' – A hierarchical framework for classifying educational learning objectives in the '''[https://en.wikipedia.org/wiki/Cognitive_domain cognitive domain]''', progressing from simple recall to complex creation.
** '''[https://en.wikipedia.org/wiki/Cognitive_domain Cognitive domain]''' – The area of learning related to mental skills, knowledge acquisition, and reasoning.
** '''[https://en.wikipedia.org/wiki/Affective_domain Affective domain]''' – The learning domain involving attitudes, emotions, values, and feelings.
** '''[https://en.wikipedia.org/wiki/Psychomotor_learning Psychomotor domain]''' – The learning domain focused on physical movement, coordination, and motor skills.
** '''[https://en.wikipedia.org/wiki/Learning_objective Learning objective]''' – A measurable statement describing what a learner should know or do after instruction.
** '''[https://en.wikipedia.org/wiki/Learning_outcome Learning outcome]''' – The demonstrated result or performance showing that learning has occurred.
** '''[https://en.wikipedia.org/wiki/Taxonomy_of_educational_objectives Taxonomy of Educational Objectives]''' – The original publication series introducing Bloom’s taxonomy.

* '''Key contributors'''
** '''[https://en.wikipedia.org/wiki/Benjamin_Bloom Benjamin Bloom]''' – Educational psychologist who led the committee that developed the taxonomy.
** '''[https://en.wikipedia.org/wiki/David_Krathwohl David Krathwohl]''' – Co-author of the taxonomy and contributor to the revised version.
** '''[https://en.wikipedia.org/wiki/Lorin_W._Anderson Lorin Anderson]''' – Former student of Bloom who co-led the 2001 revision.

* '''Canonical versions'''
** '''[https://en.wikipedia.org/wiki/Bloom%27s_taxonomy#Original_taxonomy Original 1956 taxonomy]''' – Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation.
** '''[https://en.wikipedia.org/wiki/Bloom%27s_taxonomy#Revised_taxonomy Revised 2001 taxonomy]''' – Remember, Understand, Apply, Analyze, Evaluate, Create.

* '''Where Bloom’s taxonomy is commonly seen'''
** '''[https://en.wikipedia.org/wiki/Education Education]''' – Curriculum development, lesson planning, learning progressions.
** '''[https://en.wikipedia.org/wiki/Instructional_design Instructional design]''' – Structuring learning activities and assessments.
** '''[https://en.wikipedia.org/wiki/Educational_assessment Educational assessment]''' – Categorizing question difficulty and cognitive demand.
** '''[https://en.wikipedia.org/wiki/Teacher_education Teacher education]''' – Training educators in objective-writing and pedagogy.
** '''[https://en.wikipedia.org/wiki/Corporate_training Corporate training]''' – Designing workplace learning pathways and upskilling programs.
** '''[https://en.wikipedia.org/wiki/Learning_management_system Learning management systems]''' – Tagging objectives and item banks by Bloom level.

* '''Typical recall-level facts'''
** Bloom’s taxonomy contains **six cognitive levels** in its revised form.
** It originated in the **United States** in the **1950s**.
** It is one of the **most widely used educational frameworks** worldwide.
** It appears in textbooks, standards documents, teacher preparation programs, and training manuals.

== Understanding (Comprehension) ==
📖 At this level, an expert can **explain**, **summarize**, and **compare** concepts related to Bloom’s taxonomy and describe how its pieces fit together.

* '''Conceptual relationships & contrasts'''
** '''[https://en.wikipedia.org/wiki/Bloom%27s_taxonomy#Original_taxonomy Original Bloom’s taxonomy]''' vs. '''[https://en.wikipedia.org/wiki/Bloom%27s_taxonomy#Revised_taxonomy Revised taxonomy]''' – The former uses noun-based level names; the latter uses action verbs and places "Create" above "Evaluate."
** '''[https://en.wikipedia.org/wiki/Cognitive_domain Cognitive domain]''' vs. '''[https://en.wikipedia.org/wiki/Affective_domain Affective domain]''' vs. '''[https://en.wikipedia.org/wiki/Psychomotor_learning Psychomotor domain]''' – Three complementary learning domains, not competing models.
** '''[https://en.wikipedia.org/wiki/SOLO_taxonomy SOLO taxonomy]''' – An alternative framework focused on structural complexity rather than cognitive processes.

* '''Core principles & paradigms'''
** '''[https://en.wikipedia.org/wiki/Hierarchy Hierarchical learning progression]''' – Complex reasoning builds upon foundational knowledge.
** '''[https://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education) Constructivist learning theory]''' – Learners actively construct meaning rather than absorb facts.
** '''[https://en.wikipedia.org/wiki/Scaffolding Novice-to-expert scaffolding]''' – Instruction should guide learners upward through cognitive levels.

* '''Core operational concepts — how Bloom’s taxonomy works'''
** Levels signal the **expected cognitive demand**, not task difficulty or time required.
** Action verbs help classify tasks, but must be interpreted within context.
** Assessments, instruction, and objectives should remain **aligned** across levels.

* '''Producer vs. consumer perspectives'''
** '''[https://en.wikipedia.org/wiki/Instructional_design Instructional designer]''' – Uses Bloom to craft measurable, level-appropriate objectives.
** '''[https://en.wikipedia.org/wiki/Teacher Teacher]''' – Selects activities and assessments targeting specific Bloom levels.
** '''[https://en.wikipedia.org/wiki/Student Student]''' – Demonstrates mastery through performance aligned with the intended cognitive level.

* '''Typical comprehension-level abilities'''
** Can restate the purpose of Bloom’s taxonomy.
** Can explain why multiple levels exist.
** Can distinguish remembering from understanding, and understanding from applying.
** Can summarize the impact of Bloom’s taxonomy on modern education.

== Applying (Use / Application) ==
🛠️ At this level, an expert can **use** Bloom’s taxonomy in real instructional, assessment, or design situations.

* '''"Hello, World" examples'''
** Writing measurable learning objectives using Bloom-level verbs.
** Rewriting existing test questions to intentionally target a higher/lower cognitive level.

* '''Guides for core task loops'''
** Using the taxonomy within '''[https://en.wikipedia.org/wiki/Backward_design backward design]''' — define outcomes → plan assessments → plan instruction.
** Applying Bloom levels during '''[https://en.wikipedia.org/wiki/Curriculum curriculum]''' alignment and course sequencing.
** Categorizing exam items with '''[https://en.wikipedia.org/wiki/Educational_assessment educational assessment]''' frameworks.

* '''Reference of common actions / “cheatsheet”'''
** Remember → list, define, label  
** Understand → summarize, interpret, classify  
** Apply → execute, demonstrate, implement  
** Analyze → compare, differentiate, attribute  
** Evaluate → judge, justify, critique  
** Create → design, produce, generate

* '''Contextual use cases'''
** Mapping training activities in '''[https://en.wikipedia.org/wiki/Corporate_training corporate learning programs]'''.
** Designing question banks in a '''[https://en.wikipedia.org/wiki/Learning_management_system learning management system]'''.
** Ensuring alignment in multi-instructor courses or programs.

* '''Typical application-level abilities'''
** Can classify instructional materials by Bloom level.
** Can select appropriate teaching strategies for each level.
** Can revise objectives to improve clarity and measurability.

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== Analyzing (Break Down / Analysis) ==
🔬 At this level, an expert can **examine structure**, **identify patterns**, and **compare** Bloom’s taxonomy with alternatives.

* '''Comparative analysis'''
** Bloom’s taxonomy vs. '''[https://en.wikipedia.org/wiki/SOLO_taxonomy SOLO taxonomy]''' — cognitive processes vs. structural complexity.
** Bloom’s taxonomy vs. '''[https://en.wikipedia.org/wiki/Andragogy andragogy]''' — task complexity vs. adult-learning orientation.

* '''Failure modes & root causes'''
** Treating Bloom levels as a ranking of **worthiness**, not cognitive demand.
** Over-reliance on verb lists without examining assignment context.
** Assuming every lesson must target the highest level.

* '''Troubleshooting & observability techniques'''
** Conducting a '''[https://en.wikipedia.org/wiki/Curriculum_mapping curriculum map]''' to detect level imbalance (too much recall, not enough analysis).
** Reviewing assessment validity through '''[https://en.wikipedia.org/wiki/Learning_analytics learning analytics]''' and performance patterns.
** Spot-checking rubrics for alignment drift.

* '''Structural insights'''
** Bloom’s taxonomy organizes cognitive skills **hierarchically**, not categorically.
** Levels support **progression**, not segmentation — learners move fluidly.

* '''Typical analysis-level abilities'''
** Can critique a lesson plan using Bloom’s taxonomy.
** Can identify mismatched objectives, activities, and assessments.
** Can explain why a task belongs to a specific level.

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== Creating (Synthesis / Create) ==
🏗️ At this level, an expert can **design**, **invent**, and **integrate** Bloom’s taxonomy into new instructional systems or models.

* '''Design patterns & best practices'''
** Using Bloom levels to scaffold increasingly complex learning experiences.
** Embedding Bloom-aligned formative assessments into teaching cycles.

* '''Ethical & equity considerations'''
** Ensuring all learners—not only advanced ones—access higher-order thinking.
** Avoiding structural bias in expectations or learning pathways.

* '''Lifecycle management strategies'''
** Periodically revising program objectives to reflect evolving competencies.
** Maintaining consistency across departments, schools, or institutions.

* '''Scalability & optimization patterns'''
** Integrating taxonomy tagging into question banks in a '''[https://en.wikipedia.org/wiki/Learning_management_system learning management system]'''.
** Using Bloom-based metadata for adaptive-learning personalization.

* '''Typical creation-level abilities'''
** Can build new curricula around progressive cognitive development.
** Can design assessments intentionally targeting higher levels.
** Can create institution-wide Bloom usage guidelines.

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== Evaluating (Judgment / Evaluation) ==
⚖️ At this level, an expert can **judge effectiveness**, **assess quality**, and **make strategic decisions** about Bloom’s taxonomy in practice.

* '''Evaluation frameworks & tools'''
** Measuring alignment through '''[https://en.wikipedia.org/wiki/Program_evaluation program evaluation]'''.
** Reviewing assessment rigor using '''[https://en.wikipedia.org/wiki/Educational_measurement educational measurement]''' methods.
** Determining instructional impact via '''[https://en.wikipedia.org/wiki/Student_engagement student engagement]''' indicators.

* '''Maturity & adoption models'''
** Analyzing institutional uptake using '''[https://en.wikipedia.org/wiki/Diffusion_of_innovations diffusion of innovations]''' theory.
** Considering organizational readiness, training, and support resources.

* '''Key performance indicators'''
** Distribution of learning outcomes across Bloom levels.
** Assessment validity, knowledge transfer, retention, and performance.

* '''Strategic decision criteria'''
** Whether Bloom’s taxonomy or '''[https://en.wikipedia.org/wiki/SOLO_taxonomy SOLO taxonomy]''' better fits specific instructional goals.
** Cost–benefit trade-offs for training, implementation, and maintenance.

* '''Holistic impact analysis'''
** Workload, clarity, pedagogical benefit, faculty adoption, student experience.
** Alignment with broader '''[https://en.wikipedia.org/wiki/Pedagogy pedagogy]''' and '''[https://en.wikipedia.org/wiki/Education_policy education policy]''' frameworks.

* '''Typical evaluation-level abilities'''
** Can judge whether Bloom’s taxonomy is being applied appropriately.
** Can recommend improvements based on evidence and outcomes.
** Can determine whether Bloom is the right framework for the context.


[[Category:Education]]
[[Category:Instructional Design]]