Bloom's taxonomy


Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities.
The models were named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. He also edited the first volume of the standard text, Taxonomy of Educational Objectives: The Classification of Educational Goals.

History

Although named after Bloom, the publication of Taxonomy of Educational Objectives followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations.
The first volume of the taxonomy, Handbook I: Cognitive was published in 1956, and in 1964 the second volume Handbook II: Affective was published. A revised version of the taxonomy for the cognitive domain was created in 2001.

The cognitive domain (knowledge-based)

In the original version of the taxonomy, the cognitive domain is broken into the following six levels of objectives. In the 2001 revised edition of Bloom's taxonomy, the levels are slightly different: Remember, Understand, Apply, Analyze, Evaluate, Create.

Knowledge

Knowledge involves recognizing or remembering facts, terms, basic concepts, or answers without necessarily understanding what they mean. Its characteristics may include:
Example: Name three common varieties of apple.

Comprehension

Comprehension involves demonstrating an understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating the main ideas.
Example: Compare the identifying characteristics of a Golden Delicious apple with a Granny Smith apple.

Application

Application involves using acquired knowledge—solving problems in new situations by applying acquired knowledge, facts, techniques and rules. Learners should be able to use prior knowledge to solve problems, identify connections and relationships and how they apply in new situations.
Example: Would apples prevent scurvy, a disease caused by a deficiency in vitamin C?

Analysis

Analysis involves examining and breaking information into component parts, determining how the parts relate to one another, identifying motives or causes, making inferences, and finding evidence to support generalizations. Its characteristics include:
Example: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements.

Synthesis

Synthesis involves building a structure or pattern from diverse elements; it also refers to the act of putting parts together to form a whole. Its characteristics include:
Example: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.

Evaluation

Evaluation involves presenting and defending opinions by making judgments about information, the validity of ideas, or quality of work based on a set of criteria. Its characteristics include:
Example: Which kinds of apples are best for baking a pie, and why?

The affective domain (emotion-based)

Skills in the affective domain describe the way people react emotionally and their ability to feel other living things' pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.
There are five levels in the affective domain moving through the lowest-order processes to the highest.

Receiving

The lowest level; the student passively pays attention. Without this level, no learning can occur. Receiving is about the student's memory and recognition as well.

Responding

The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way.

Valuing

The student attaches a value to an object, phenomenon, or piece of information. The student associates a value or some values to the knowledge they acquired.

Organizing

The student can put together different values, information, and ideas, and can accommodate them within his/her own schema; the student is comparing, relating and elaborating on what has been learned.

Characterizing

The student at this level tries to build abstract knowledge.

The psychomotor domain (action-based)

Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.
Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies. Simpson proposed the following levels:

Perception

The ability to use sensory cues to guide motor activity: This ranges from sensory stimulation, through cue selection, to translation.
Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of the stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet.
Key words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.

Set

Readiness to act: It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations. This subdivision of psychomotor is closely related with the "responding to phenomena" subdivision of the affective domain.
Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognizes his or her abilities and limitations. Shows desire to learn a new process.
Keywords: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.

Guided response

The early stages of learning a complex skill that includes imitation and trial and error: Adequacy of performance is achieved by practicing.
Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds to hand-signals of the instructor while learning to operate a forklift.
Keywords: copies, traces, follows, reacts, reproduces, responds.

Mechanism

The intermediate stage in learning a complex skill: Learned responses have become habitual and the movements can be performed with some confidence and proficiency.
Examples: Use a personal computer. Repair a leaking tap. Drive a car.
Key words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.

Complex overt response

The skillful performance of motor acts that involve complex movement patterns: Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation and automatic performance. For example, players will often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football because they can tell by the feel of the act what the result will produce.
Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano.
Key words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.

Adaptation

Skills are well developed and the individual can modify movement patterns to fit special requirements.
Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Performs a task with a machine that was not originally intended for that purpose.
Key words: adapts, alters, changes, rearranges, reorganizes, revises, varies.

Origination

Creating new movement patterns to fit a particular situation or specific problem: Learning outcomes emphasize creativity based upon highly developed skills.
Examples: Constructs a new set or pattern of movements organized around a novel concept or theory. Develops a new and comprehensive training program. Creates a new gymnastic routine.
Key words: arranges, builds, combines, composes, constructs, creates, designs, initiates, makes, originates.

Definition of knowledge

In the appendix to Handbook I, there is a definition of knowledge which serves as the apex for an alternative, summary classification of the educational goals. This is significant as the taxonomy has been called upon significantly in other fields such as knowledge management, potentially out of context. "Knowledge, as defined here, involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."
The taxonomy is set out as follows:
As pointed out on the publication of the second volume, the classification was not a properly constructed taxonomy, as it lacked a systematic rationale of construction.
This was subsequently acknowledged in the discussion of the original taxonomy in its 2001 revision, and the taxonomy was reestablished on more systematic lines.
Some critiques of the taxonomy's cognitive domain admit the existence of these six categories but question the existence of a sequential, hierarchical link. Often, educators view the taxonomy as a hierarchy and may mistakenly dismiss the lowest levels as unworthy of teaching. The learning of the lower levels enables the building of skills in the higher levels of the taxonomy, and in some fields, the most important skills are in the lower levels. Instructional scaffolding of higher-level skills from lower-level skills is an application of Vygotskian constructivism.
Some consider the three lowest levels as hierarchically ordered, but the three higher levels as parallel. Others say that it is sometimes better to move to Application before introducing concepts, the idea is to create a learning environment where the real world context comes first and the theory second to promote the student's grasp of the phenomenon, concept or event. This
thinking would seem to relate to the method of problem-based learning.
Furthermore, the distinction between the categories can be seen as artificial since any given cognitive task may entail a number of processes. It could even be argued that any attempt to nicely categorize cognitive processes into clean, cut-and-dried classifications undermines the holistic, highly connective and interrelated nature of cognition. This is a criticism that can be directed at taxonomies of mental processes in general.

Implications

Bloom's taxonomy serves as the backbone of many teaching philosophies, in particular, those that lean more towards skills rather than content. These educators view content as a vessel for teaching skills. The emphasis on higher-order thinking inherent in such philosophies is based on the top levels of the taxonomy including analysis, evaluation, synthesis and creation. Bloom's taxonomy can be used as a teaching tool to help balance assessment and evaluative questions in class, assignments and texts to ensure all orders of thinking are exercised in students' learning, including aspects of information searching.

Connections across disciplines

The skill development that takes place at these higher orders of thinking interacts well with a developing global focus on multiple literacies and modalities in learning and the emerging field of integrated disciplines. The ability to interface with and create media would draw upon skills from both higher order thinking skills including analysis, evaluation, and creation and lower order thinking skills which are remembering, comprehending, and application. Bloom's taxonomy continues to be a source of inspiration for educational philosophy and for developing new teaching strategies.
Bloom's taxonomy is consistent with Item Response Theory, which is often applied to standardised testing as difficulty and discrimination parameters are capable of providing information on relative question difficulty and relevance as measures of attainment.