Bloom Taxonomy: Difference between revisions
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Created page with "= Bloom Taxonomy = Bloom’s taxonomy is a framework for classifying learning objectives into levels of complexity. == Levels == * Remember * Understand * Apply * Analyze * Evaluate * Create Category:Education" |
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= Bloom Taxonomy = | = Bloom Taxonomy = | ||
Bloom’s taxonomy is a framework for classifying learning objectives into levels of complexity. | Bloom’s taxonomy is a framework for classifying learning objectives into levels of cognitive complexity. Developed by Benjamin Bloom and later revised, it helps educators design learning outcomes, assessments, and instructional strategies. | ||
== Levels == | == Levels == | ||
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* Evaluate | * Evaluate | ||
* Create | * Create | ||
== Remembering (Recalling and recognizing information) == | |||
Brief: Ability to recall facts, definitions, and basic concepts. | |||
* Core ideas: memorization, retrieval, recognition, recall cues | |||
* Related concepts: | |||
** Long-term memory | |||
** Knowledge checks | |||
** Flashcards | |||
* Further reading: | |||
** [[https://en.wikipedia.org/wiki/Memory|Memory]] | |||
** [[https://en.wikipedia.org/wiki/Recall_(memory)|Recall (memory)]] | |||
== Understanding (Explaining information and concepts) == | |||
Brief: Ability to interpret, summarize, compare, or explain meaning. | |||
* Core ideas: comprehension, paraphrasing, conceptual clarity | |||
* Subskills: | |||
** Interpreting | |||
** Exemplifying | |||
** Classifying | |||
** Summarising | |||
** Inferring | |||
** Comparing | |||
** Explaining | |||
* Further reading: | |||
** [[https://en.wikipedia.org/wiki/Comprehension|Comprehension]] | |||
** [[https://en.wikipedia.org/wiki/Conceptual_learning|Conceptual learning]] | |||
== Applying (Using knowledge in new situations) == | |||
Brief: Ability to use learned material in real or practical contexts. | |||
* Core ideas: transfer, procedural knowledge, execution | |||
* Subskills: | |||
** Executing | |||
** Implementing | |||
* Further reading: | |||
** [[https://en.wikipedia.org/wiki/Transfer_of_learning|Transfer of learning]] | |||
** [[https://en.wikipedia.org/wiki/Problem_solving|Problem solving]] | |||
== Analyzing (Breaking information into parts) == | |||
Brief: Ability to examine relationships, structure, and purpose. | |||
* Core ideas: deconstruction, patterns, distinctions | |||
* Subskills: | |||
** Differentiating | |||
** Organising | |||
** Attributing | |||
* Further reading: | |||
** [[https://en.wikipedia.org/wiki/Critical_thinking|Critical thinking]] | |||
** [[https://en.wikipedia.org/wiki/Systems_theory|Systems theory]] | |||
== Evaluating (Judging based on criteria and standards) == | |||
Brief: Ability to make informed judgments, critique evidence, or justify decisions. | |||
* Core ideas: criteria-based reasoning, validation, appraisal | |||
* Subskills: | |||
** Checking | |||
** Critiquing | |||
* Further reading: | |||
** [[https://en.wikipedia.org/wiki/Evaluation|Evaluation]] | |||
** [[https://en.wikipedia.org/wiki/Argumentation_theory|Argumentation theory]] | |||
== Creating (Generating new ideas, products, or solutions) == | |||
Brief: Ability to synthesise information into something original. | |||
* Core ideas: innovation, design thinking, synthesis | |||
* Subskills: | |||
** Generating | |||
** Planning | |||
** Producing | |||
* Further reading: | |||
** [[https://en.wikipedia.org/wiki/Creativity|Creativity]] | |||
** [[https://en.wikipedia.org/wiki/Design_thinking|Design thinking]] | |||
== See also == | |||
* [[https://en.wikipedia.org/wiki/Bloom%27s_taxonomy|Bloom’s taxonomy]] | |||
* [[https://en.wikipedia.org/wiki/Educational_psychology|Educational psychology]] | |||
* [[https://en.wikipedia.org/wiki/Learning_objective|Learning objective]] | |||
[[Category:Education]] | [[Category:Education]] | ||
[[Category:Instructional Design]] | |||
Revision as of 05:40, 24 November 2025
Bloom Taxonomy
Bloom’s taxonomy is a framework for classifying learning objectives into levels of cognitive complexity. Developed by Benjamin Bloom and later revised, it helps educators design learning outcomes, assessments, and instructional strategies.
Levels
- Remember
- Understand
- Apply
- Analyze
- Evaluate
- Create
Remembering (Recalling and recognizing information)
Brief: Ability to recall facts, definitions, and basic concepts.
- Core ideas: memorization, retrieval, recognition, recall cues
- Related concepts:
- Long-term memory
- Knowledge checks
- Flashcards
- Further reading:
Understanding (Explaining information and concepts)
Brief: Ability to interpret, summarize, compare, or explain meaning.
- Core ideas: comprehension, paraphrasing, conceptual clarity
- Subskills:
- Interpreting
- Exemplifying
- Classifying
- Summarising
- Inferring
- Comparing
- Explaining
- Further reading:
Applying (Using knowledge in new situations)
Brief: Ability to use learned material in real or practical contexts.
- Core ideas: transfer, procedural knowledge, execution
- Subskills:
- Executing
- Implementing
- Further reading:
- [of learning]
- [solving]
Analyzing (Breaking information into parts)
Brief: Ability to examine relationships, structure, and purpose.
- Core ideas: deconstruction, patterns, distinctions
- Subskills:
- Differentiating
- Organising
- Attributing
- Further reading:
Evaluating (Judging based on criteria and standards)
Brief: Ability to make informed judgments, critique evidence, or justify decisions.
- Core ideas: criteria-based reasoning, validation, appraisal
- Subskills:
- Checking
- Critiquing
- Further reading:
Creating (Generating new ideas, products, or solutions)
Brief: Ability to synthesise information into something original.
- Core ideas: innovation, design thinking, synthesis
- Subskills:
- Generating
- Planning
- Producing
- Further reading:
See also
- [taxonomy]
- [psychology]
- [objective]