Bloom’s Taxonomy

Bloom's Taxonomy

In 1956 Bloom...
  • Found that 95% of test questions were recall information only.
  • Identified 6 levels of thinking within the cognitive domain from recall to evaluation.
Since that time we have learned more about the way children learn.

Summarise Bloom's Revised Taxonomy

In 2001 Bloom's Original Taxonomy was revised by incorporating both the cognitive process and knowledge dimensions.
The 6 levels of thinking build in an increasing order of difficulty from basic to higher levels of critical thinking skills.
  • Remembering - recalling information (recognising, listing, describing, retrieving, naming, finding).
  • Understanding - explaining ideas or concepts (interpreting, summarising, paraphrasing, classifying, explaining).
  • Applying - using information in another familiar situation (implementing, carring out, using, executing).
  • Analysing - breaking information into parts to explore understanding and relationships (comparing, organising, deconstructing, interrogating, finding).
  • Evaluating - justifying a decision or course of action (checking, hypothesising, critiquing, experimenting, judging).
  • Creating - generating new ideas, products, or ways of viewing things (designing, construcing, planning, producing, inventing).

Knowing about the different levels of thinking can help you to perform better on paper, test, and other assignments, especially if you include something that shows you have analysed, synthesized or evaluated the subject.

Bloom's Taxonomy defines six different levels of thnking. The levels build from difficulty from basic, rote/ memorizaton to higher more difficult levels of critical thinking. Knowing about the different levels of thinking can help you perform better on papers, test and other assignments The revised taxomony (2001) incorporates both the kind of knowledge to be learned (knowledge dimension) and the process used to learn (cognitive process), Teachers should user the different levels of the BT in any planning that they do. Use matrix. This is to clarify the teachers intention and for the lesson and the children are very clear about their learning. Using the verbs on the matrix gives clear direction.Develop an example of how you might use this in a classroom / centre / staff meeting

  • For teachers, the objectives for an entire unit can be plotted out on the taxonomy table (eg Blooming Smarts Planning Matrix or Blooms Revised Taxonomy Planning Framework), ensuring that all levels of the cognitive process are used.
  • For students, detailed objectives will help them to better understand the purpose of each activity.
  • Learning objectives must fall under one of the four categories under the knowledge dimension, and under one of the six categories of the cognitive process dimension.
  • When writing objectives
The Noun - determines what is being learned.
The Verb - determines which cognitive process dimension column.