Bloom‘s
Taxonomy
learning objectives and
a map for designing effective
student outcomes
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The Basics
Summarized nicely by Mary Forehand
(2005):
Bloom's Taxonomy is a multi-tiered model of classifying thinking
according to six cognitive levels of complexity. Throughout the years, the
levels have often been depicted as a stairway, leading many teachers to encourage
their students to "climb to a higher (level of) thought." The lowest three levels are:
knowledge, comprehension, and application. The highest three levels are:
analysis, synthesis, and evaluation. "The taxonomy is hierarchical; [in that] each
level is subsumed by the higher levels. In other words, a student functioning at the
'application' level has also mastered the material at the 'knowledge' and
'comprehension' levels." (UW Teaching Academy, 2003). One can easily see how
this arrangement led to natural divisions of lower and higher level thinking.
Clearly, Bloom's Taxonomy has stood the test of time. Due to its long history and
popularity, it has been condensed, expanded, and reinterpreted in a variety of ways.
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Who was Benjamin
Research findings have led to the discovery of a veritable smorgasbord of
Bloom?
interpretations and applications falling on a continuum ranging from tight overviews
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to expanded explanations. Most recently, Bloom's six major categories were
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processes in the learner.

Screen capture of architecture by Kevin Jarrett in Second Life (2008).
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Who was
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Who was Benjamin Bloom?
Dr. Bloom was an educational psychologist
who studied the development of
talent, achievement, and learning. His work
remains some of the most influential in
educational theory and the psychology of
teaching and learning.
In 1956, as a result of a result of discussions
with colleagues in the American Psychological
Association, he edited the first volume of
Taxonomy of educational objectives: the
classification of educational goals in which he
outlined the hierarchical levels of learning
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which became known as Bloom‘s Taxonomy.
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Remembering, aka Knowledge
Recall of facts, terms, basic
concepts of specifics:
Knowledge
•
•
•
•
terminology
methodology
conventions
principles
Rote memory is
classified as the
lowest level of
learning in Bloom’s
Taxonomy
Click to view examples of activities utilizing the Remembering
cognitive process:
Example 1
Example 2
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Remembering: Example 1
Ask your students to write out the
quadratic formula…
Negative b plus or
minus the square root of
b-squared plus four
ac, all divided by 2a
…and you get a standard, right-or-wrong answer.
That‘s Remembering.
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Remembering: Example 2
Ask your students to recite
Hamlet‘s soliloquy…
To be or not to be--that is the
Whether ‗tis nobler in the mind
question:
The slings and arrows of
to suffer
Or to take arms against a sea of
And byoutrageous them. To die—to
opposing end fortune
troubles
No more—and by a sleep to say we end…
sleep,
…and you get a standard, right-or-wrong answer.
That‘s Remembering.
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Understanding, aka Comprehension
Ability to interpret and relate
information and concepts
Demonstrated by:
•
•
•
•
•
description
comparison
extrapolation
organization
interpretation
Click to view examples of activities utilizing the Understanding
cognitive process:
Example 1
Example 2
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Understanding: Example 1
You ask: What is the main idea of
the essay you read for class
yesterday?
I think the main idea of
the essay was…
…and you get the student‘s interpretation as an
answer. That‘s Understanding.
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Understanding: Example 2
Ask your students to summarize a
concept…
My understanding of
that idea is…
…and you get an individual take on the answer.
That‘s Understanding.
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Applying
Using new knowledge for problem
solving. by:
Demonstrated
• Utilizing acquired information or
skills in novel ways or contexts
Click to view examples of activities designed to develop the
Applying cognitive process:
Example 1
Example 2
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Applying: Example 1
―Based on what you know about
this system, what would happen
if you eliminated feedback loop
A?‖
Removing feedback
loop A would cause
changes to…
…the response will demonstrate the student‘s ability
to Apply acquired knowledge in novel situations.
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Applying: Example 2
―How would you treat a patient
displaying the following
symptoms…?‖
Based on these
symptoms, I would
suggest a treatment
consisting of…
…the response will demonstrate the student‘s ability
to Apply acquired knowledge in novel situations.
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Analyzing
Examination and dissection of
information to determine underlying
causes; making and supporting
Exploration of:
• components
inferences.
• relationships
• organizing principles
Click to view examples of activities utilizing the Analyzing
cognitive process:
Example 1
Example 2
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Analyzing: Example 1
Ask your students to describe the
relationship between two
elements of a concept.
The depth of color in a
finch‘s beak is an
indicator of immune
system function due to
increased levels of
carotinoids in the diet…
…and the response will display their ability to
Analyze information.
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Analyzing: Example 2
―What were the societal motives
behind accusing women of
witchcraft in the 1690s?‖
The context of the
Salem witch trials was a
cluster of tension related to
both social and political…
…and the response will display their ability to Analyze
information (and situations).
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Evaluating
Making and defending judgments
based on evidence and/or criteria.
Evaluation of :
• information
• ideas
• proficiency
Click to view examples of activities which demonstration the
Evaluating cognitive process:
Example 1
Example 2
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Evaluating: Example 1
Ask ―What are the priorities in
this case and how would you rank
them?‖
Most importantly, we
should pay attention
to…
…and the response will induce students to Evaluate
the information.
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Evaluating: Example 2
Ask students to make a decision
and defend their choice…
I believe the best option
is to implement a
prescribed fire to
control the invasive
species…
…and the response will induce students to Evaluate
the information.
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Creating, aka Synthesis
Formation of original ideas or
concepts; reinterpretation of existing
information in new ways.
Demonstrated through:
•
•
•
•
design
production
adaptation
derivation
Creating or synthesizing
is classified as the
highest level of learning
in Bloom’s Taxonomy
Click to view examples of activities utilizing the Creating
cognitive process:
Example 1
Example 2
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Creating: Example 1
Ask your students to formulate a
novel solution to a problem…
One way to address
global climate change
might be to cultivate
plants on the sides of all
high-rise buildings…
…and they will Create new ideas and synthesize
learning in the process.
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Creating: Example 2
Have students write a research
paper defending a thesis and
include references…
My theory is that…
and the research shows…
therefore…
…and they will Create new ideas and synthesize
learning in the process.
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Additional Resources
New World Encyclopedia – Benjamin Bloom
Forehand, M. (2005). Bloom's taxonomy: Original and revised. In M. Orey
(Ed.), Emerging perspectives on learning, teaching, and technology.
Emerging Perspectives on Learning, Teaching, and Technology.
Seddon, G. M. (1978). The properties of Bloom's taxonomy of educational
objectives for the cognitive domain. Review of Educational
Research, 48(2), 303-323.
Noble, T. (2004). Integrating the revised Bloom's taxonomy with multiple
intelligences: A planning tool for curriculum differentiation. The Teachers
College Record, 106(1), 193-211.
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credits
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Credits
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•
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•
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http://www.flickr.com/photos/21847073@N05/5857112597/
http://www.flickr.com/photos/kjarrett/2562263662/
http://www.youtube.com/watch?v=7Kqc-7gNKFI
Human memory google search via cc
http://www.flickr.com/photos/horiavarlan/4519955517/
Frank B. Gilbreth Motion Study Photographs (1913-1917) via Flickr at
http://www.flickr.com/photos/kheelcenter/5279231847/
http://en.wikipedia.org/wiki/Magnifying_glass
http://www.flickr.com/photos/billsophoto/4175299981/
http://www.flickr.com/photos/caveman_92223/3346906435/
http://epltt.coe.uga.edu/images/2/28/Bloom.png
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Introduction
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Who was
Benjamin
Bloom?
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Remembering
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Example 1
Understanding
Applying
Analyzing
Evaluating
Creating
Example 2
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