Bloom's Taxonomy

In 1956, Benjamin Bloom published a framework for grouping educational goals commonly referred to as Bloom's Taxonomy. The taxonomy consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The classification after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each classification contained sub-classification, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main classifications. Below are definitions and corresponding active verbs associated with each classification:

Knowledge

Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.

Examples Action Verbs: defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views; writes.

Sample Learning Outcome: The student will define the 6 levels of Bloom's Taxonomy of the cognitive domain.

Comprehension

Student translates, comprehends, or interprets information based on prior learning.

Examples Action Verbs: Explain; Summarize; Paraphrase; Describe; Illustrate

Sample Learning Outcome: The student will explain the purpose of Bloom'staxonomy of the cognitive domain.

Application

Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.

Examples Action Verbs: Use; Compute; Solve; Demonstrate; Apply; Construct

Sample Learning Outcome: The student will write an instructional objective for eachlevel of Bloom's Taxonomy.

Analysis

Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question.

Examples Action Verbs: Analyze; Categorize; Compare; Contrast; Separate

Sample Learning Outcome: The student will compare and contrast the cognitive and affective domains.

Synthesis

Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.

Examples of active verbs: Create; Design; Hypothesize; Invent; Develop

Sample Learning Outcome: The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains.

Evaluation

Student appraises, assesses, or critiques on a basis of specific standards and criteria.

Sample action verbs: Judge; Recommend; Critique; Justify

Sample Learning Outcome: The student will judge the effective ness of writing objectives using Bloom's Taxonomy.

Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [May 22, 2014], from http://www.edpsycinteractive.org/topics/cognition/bloom.html [PDF]

Additional/Recommended Resources on Bloom’s Taxonomy

Revising Bloom's Taxonomy. Theory Into Practice, 41(4), Autumn 2002. 212-264.
Learning Domains or Bloom's Taxonomy (Don Clark)

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