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= Bloom Taxonomy =
= 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 ==
== Remembering (Recall) ==
* Remember
🧠 Knowledge of foundational facts and terminology.
* Understand
* Core terminology & definitions:
* Apply
** Cognitive domain, affective domain, psychomotor domain
* Analyze
** Learning objectives, assessment alignment, taxonomy levels
* Evaluate
* Key components & actors:
* Create
** 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)


== Remembering (Recalling and recognizing information) ==
Further reading:
Brief: Ability to recall facts, definitions, and basic concepts.
* [[https://en.wikipedia.org/wiki/Bloom%27s_taxonomy|Bloom’s Taxonomy]]
* Core ideas: memorization, retrieval, recognition, recall cues
* [[https://en.wikipedia.org/wiki/Benjamin_Bloom|Benjamin Bloom]]
* 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) ==
== Understanding (Comprehension) ==
Brief: Ability to interpret, summarize, compare, or explain meaning.
📖 Ability to interpret meaning, concepts, and relationships.
* Core ideas: comprehension, paraphrasing, conceptual clarity
* Conceptual relationships & contrasts:
* Subskills:
** Original vs. Revised taxonomy
** Interpreting
** Cognitive vs. affective vs. psychomotor domains
** Exemplifying
* Core principles & paradigms:
** Classifying
** Learning progresses from simple to complex cognition
** Summarising
** Instruction and assessment should align with objective levels
** Inferring
* Core operational concepts:
** Comparing
** Verbs as indicators of cognitive depth (e.g., define → analyze → design)
** Explaining
* Producer vs. consumer perspectives:
* Further reading:
** Educator: designs objectives & assessments
** [[https://en.wikipedia.org/wiki/Comprehension|Comprehension]]
** Student: demonstrates mastery at each level
** [[https://en.wikipedia.org/wiki/Conceptual_learning|Conceptual learning]]


== Applying (Using knowledge in new situations) ==
Further reading:
Brief: Ability to use learned material in real or practical contexts.
* [[https://en.wikipedia.org/wiki/Educational_objectives|Educational objectives]]
* Core ideas: transfer, procedural knowledge, execution
* [[https://en.wikipedia.org/wiki/Constructive_alignment|Constructive alignment]]
* 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) ==
== Applying (Use) ==
Brief: Ability to examine relationships, structure, and purpose.
🛠️ Using Bloom’s taxonomy in instructional or assessment scenarios.
* Core ideas: deconstruction, patterns, distinctions
* “Hello, World” example:
* Subskills:
** Write learning outcomes that use action verbs matched to levels.
** Differentiating
* Core task loops:
** Organising
** Curriculum design → instruction → assessment → reflection
** Attributing
* Common workflows:
* Further reading:
** Categorizing exam questions by cognitive level
** [[https://en.wikipedia.org/wiki/Critical_thinking|Critical thinking]]
** Lesson planning based on increasing complexity
** [[https://en.wikipedia.org/wiki/Systems_theory|Systems theory]]
* Contextual use cases:
** Training programs, university syllabi, K–12 lesson planning


== Evaluating (Judging based on criteria and standards) ==
Further reading:
Brief: Ability to make informed judgments, critique evidence, or justify decisions.
* [[https://en.wikipedia.org/wiki/Instructional_design|Instructional design]]
* Core ideas: criteria-based reasoning, validation, appraisal
* [[https://en.wikipedia.org/wiki/Assessment|Educational assessment]]
* 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) ==
== Analyzing (Break Down) ==
Brief: Ability to synthesise information into something original.
🔬 Examining structure, assumptions, and implications.
* Core ideas: innovation, design thinking, synthesis
* Comparative analysis:
* Subskills:
** Not hierarchical vs. clearly hierarchical models of learning
** Generating
** Bloom vs. SOLO taxonomy
** Planning
* Failure modes:
** Producing
** Overreliance on verbs without examining student cognition
* Further reading:
** Treating taxonomy as rigid rather than flexible
** [[https://en.wikipedia.org/wiki/Creativity|Creativity]]
* Troubleshooting techniques:
** [[https://en.wikipedia.org/wiki/Design_thinking|Design thinking]]
** Audit assessments for mismatch with learning objectives
** Identify instructional gaps between levels


== See also ==
Further reading:
* [[https://en.wikipedia.org/wiki/Bloom%27s_taxonomy|Bloom’s taxonomy]]
* [[https://en.wikipedia.org/wiki/SOLO_taxonomy|SOLO taxonomy]]
* [[https://en.wikipedia.org/wiki/Educational_psychology|Educational psychology]]
* [[https://en.wikipedia.org/wiki/Critical_pedagogy|Critical pedagogy]]
* [[https://en.wikipedia.org/wiki/Learning_objective|Learning objective]]
 
== 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:
* [[https://en.wikipedia.org/wiki/Curriculum|Curriculum]]
* [[https://en.wikipedia.org/wiki/Learning_management_system|Learning 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:
* [[https://en.wikipedia.org/wiki/Educational_measurement|Educational measurement]]
* [[https://en.wikipedia.org/wiki/Program_evaluation|Program evaluation]]


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

Revision as of 05:45, 24 November 2025

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:

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:

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:

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:

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