Why Use Bloom’s Taxonomy?
Bloom’s Taxonomy can be useful for course design because the levels can help you move students through the process of learning, from the most fundamental remembering and understanding to the more complex evaluating and creating (Forehand, 2010).
The taxonomy can assist you as you develop assessments by helping you match course learning objectives to any given level of mastery. When teaching lower-division, introductory courses, you might measure mastery of objectives at the lower levels, and when teaching more advanced, upper division courses, you would likely be assessing students’ abilities at the higher levels of the taxonomy.
Using Bloom's Taxonomy to plan instruction
Instructional objectives are more effective if they include specific verbs that can tell students what they are expected to do. The verbs listed in the table below are linked with each level of thinking.
To develop effective and meaningful instruction further, design activities and assessments that challenge students to move from the most basic skills (remembering) to more complex learning which leads to higher order thinking (creating).
The table below demonstrates the connections between the levels of thinking, verbs you might use in a learning objective, sample questions or prompts to generate thinking at that level, and
Level of Thinking (Highest to Lowest) | Verbs | Sample Question / Statement Stems | Activities, Products, Outcomes |
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Creating Making Something New | change |
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Evaluating Making Judgments Based on Criteria | argue |
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Analyzing Distinguishing Different Parts of a Whole | advertise analyze appraise attribute categorize compare contrast differentiate distinguish examine identify infer investigate organize outline separate sequence test |
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Applying Using Information in New Situations | classify construct complete demonstrate dramatize examine execute illustrate implement practice show solve use |
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Understanding Explaining Information and Concepts | calculate compare define describe discuss distinguish expand explain identify interpret locate outline predict report restate translate |
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Remembering Recalling or Recognizing Information | describe duplicate find list locate name recall recognize reproduce state tell underline write |
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Summary
Bloom’s Revised Taxonomy is one of many tools that faculty can use to create effective and meaningful instruction. Use it to plan new or revise existing curricula; test the relevance of course goals and objectives; design instruction, assignments, and activities; and develop authentic assessments.
References
Argiro, M., Forehand, M., Osteen, J., & Taylor, W. (2005). Bloom’s bakery: An illustration of Bloom’s taxonomy. https://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Dalton, J. & Smith, D. (1987). Extending children’s special abilities: Strategies for primary classrooms. Melbourne, Australia: Ministry of Education.
Forehand, M. (2010). Bloom’s taxonomy. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology (pp. 41-47). Retrieved from https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for learning. Upper Saddle River, NJ: Pearson.
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