Bloom Taxonomy
Bloom Taxonomy
Remembering (Recall)
🧠 Knowledge of foundational facts and terminology.
- Core terminology & definitions:
- Cognitive domain, affective domain, psychomotor domain
- Learning objectives, assessment alignment, taxonomy levels
- Key components & actors:
- Benjamin Bloom, educational psychologists, teachers, curriculum designers
- Canonical tools & frameworks:
- Original 1956 taxonomy, Revised 2001 taxonomy (Anderson & Krathwohl)
- Fundamental standards & specifications:
- Hierarchical learning classification models
- Common status & error signals:
- Mislabeling levels (e.g., treating remembering as understanding)
Further reading:
Understanding (Comprehension)
📖 Ability to interpret meaning, concepts, and relationships.
- Conceptual relationships & contrasts:
- Original vs. Revised taxonomy
- Cognitive vs. affective vs. psychomotor domains
- Core principles & paradigms:
- Learning progresses from simple to complex cognition
- Instruction and assessment should align with objective levels
- Core operational concepts:
- Verbs as indicators of cognitive depth (e.g., define → analyze → design)
- Producer vs. consumer perspectives:
- Educator: designs objectives & assessments
- Student: demonstrates mastery at each level
Further reading:
- [objectives]
- [alignment]
Applying (Use)
🛠️ Using Bloom’s taxonomy in instructional or assessment scenarios.
- “Hello, World” example:
- Write learning outcomes that use action verbs matched to levels.
- Core task loops:
- Curriculum design → instruction → assessment → reflection
- Common workflows:
- Categorizing exam questions by cognitive level
- Lesson planning based on increasing complexity
- Contextual use cases:
- Training programs, university syllabi, K–12 lesson planning
Further reading:
- [design]
- [assessment]
Analyzing (Break Down)
🔬 Examining structure, assumptions, and implications.
- Comparative analysis:
- Not hierarchical vs. clearly hierarchical models of learning
- Bloom vs. SOLO taxonomy
- Failure modes:
- Overreliance on verbs without examining student cognition
- Treating taxonomy as rigid rather than flexible
- Troubleshooting techniques:
- Audit assessments for mismatch with learning objectives
- Identify instructional gaps between levels
Further reading:
Creating (Synthesis)
🏗️ Designing new learning experiences informed by Bloom’s taxonomy.
- Design patterns & best practices:
- Scaffold activities from lower to higher order thinking
- Security & ethical considerations:
- Prevent assessment bias and inequitable cognitive expectations
- Lifecycle strategies:
- Course revisions, curriculum modernization
- Scalability & optimization:
- Applying taxonomy across institutions, LMS integration
Further reading:
- [[1]]
- [management system]
Evaluating (Judge)
⚖️ Determining effectiveness, appropriateness, and strategic value.
- Evaluation frameworks:
- Rubrics aligned to cognitive levels
- Validity and reliability checks
- Maturity & adoption models:
- Widespread global use in education and corporate training
- Key performance indicators:
- Learning retention, transfer, assessment accuracy
- Strategic decision criteria:
- When to use Bloom vs. alternative frameworks
- Holistic impact analysis:
- Pedagogical clarity, instructional quality, learner engagement
Further reading: