Introduction
Bloom’s Taxonomy is one of the most influential frameworks in educational psychology and curriculum design. Developed by Benjamin Bloom in the 1950s, it provides a structured classification of learning objectives that help educators plan, implement, and assess teaching more effectively.
In 2001, a group of cognitive psychologists and curriculum theorists revised the original taxonomy to better align it with contemporary understanding of how people learn. The revised Bloom’s Taxonomy remains widely used today in lesson planning, curriculum development, and assessment.
What is Bloom’s Taxonomy?
Bloom’s Taxonomy is a hierarchical classification of the cognitive domain of learning. It categorizes educational goals into different levels of complexity and specificity, helping teachers frame learning objectives and assessments.
Original Bloom’s Taxonomy (1956)
The original taxonomy classifies learning objectives into six hierarchical levels:
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Knowledge – Recalling facts and basic concepts
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Comprehension – Understanding the meaning of information
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Application – Using knowledge in new situations
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Analysis – Breaking information into parts to understand structure
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Synthesis – Combining parts to form a new whole
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Evaluation – Judging the value or effectiveness of ideas or materials
This structure supports the development of higher-order thinking skills, guiding students from memorization to critical analysis and creation.
Domains of Learning in Bloom’s Taxonomy
Bloom’s original framework also includes three domains of learning:
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Cognitive Domain – Mental skills (knowledge)
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Affective Domain – Attitudes, emotions, and values
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Psychomotor Domain – Physical skills and motor abilities
This post focuses primarily on the cognitive domain, as it is the most extensively developed and revised.
Why is Bloom’s Taxonomy Important in Education?
Bloom’s Taxonomy is vital for:
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Designing clear and measurable learning objectives
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Planning structured lessons from lower- to higher-order thinking
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Creating assessments that align with learning outcomes
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Promoting student-centered and inquiry-based learning
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Encouraging critical and creative thinking
Teachers can scaffold instruction more effectively by identifying what level of understanding is required and building lessons accordingly.
Revised Bloom’s Taxonomy (2001)
In 2001, Anderson and Krathwohl, former students of Bloom, introduced a revised version of the taxonomy. The revision made two key changes:
1. Change in Terminology (Nouns → Verbs)
The revised taxonomy replaced the original noun-based categories with action-oriented verbs, emphasizing active cognitive processes.
| Original (1956) | Revised (2001) |
|---|---|
| Knowledge | Remembering |
| Comprehension | Understanding |
| Application | Applying |
| Analysis | Analyzing |
| Synthesis | Creating (moved up) |
| Evaluation | Evaluating (moved down) |
2. Change in Hierarchical Order
The revised version places Creating as the highest level, above Evaluating, reflecting the importance of innovation and original thought in education.
The Two Dimensions of Revised Bloom’s Taxonomy
The revised taxonomy introduces a two-dimensional framework:
A. Knowledge Dimension
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Factual Knowledge – Basic elements, terminology
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Conceptual Knowledge – Interrelationships among basic elements
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Procedural Knowledge – How to do something, methods
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Metacognitive Knowledge – Awareness of one’s own cognition
B. Cognitive Process Dimension
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Remember – Recall facts and information
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Understand – Explain ideas or concepts
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Apply – Use information in new situations
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Analyze – Draw connections among ideas
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Evaluate – Justify decisions or opinions
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Create – Produce new or original work
This matrix allows educators to cross-reference content with process, enhancing curriculum design and assessment accuracy.
Bloom’s Taxonomy Action Verbs
Using action verbs helps educators write clear, measurable learning objectives. Here are examples aligned with each level:
Remember
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List, Define, Identify, Recall, Recognize
Understand
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Summarize, Classify, Explain, Describe, Interpret
Apply
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Solve, Demonstrate, Use, Implement, Execute
Analyze
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Compare, Contrast, Examine, Differentiate, Organize
Evaluate
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Judge, Critique, Justify, Support, Argue
Create
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Design, Construct, Compose, Formulate, Invent
Examples of Learning Objectives Using Revised Bloom’s Taxonomy
| Level | Learning Objective Example |
|---|---|
| Remember | Students will list the causes of World War I. |
| Understand | Students will explain the function of the heart in the human body. |
| Apply | Students will use a formula to calculate the area of a triangle. |
| Analyze | Students will compare democratic and authoritarian governments. |
| Evaluate | Students will assess the effectiveness of different teaching methods. |
| Create | Students will design a science experiment to test water purity. |
Application in Classroom Teaching
1. Lesson Planning
Teachers can plan learning activities starting from lower levels (Remembering, Understanding) to higher levels (Creating, Evaluating).
2. Assessment Design
Use Bloom’s taxonomy to formulate both formative and summative assessments with tasks at various cognitive levels.
3. Questioning Techniques
Incorporate higher-order questioning in classroom discussions. For instance:
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Remember: “What are the key terms?”
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Evaluate: “Which solution is most effective and why?”
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Create: “Can you develop your own model?”
4. Differentiated Instruction
Use the taxonomy to design tiered activities that challenge students at different ability levels.
Comparing Original and Revised Bloom’s Taxonomy
| Feature | Original Taxonomy | Revised Taxonomy |
|---|---|---|
| Form | Noun-based | Verb-based |
| Focus | Static knowledge | Dynamic cognitive process |
| Top level | Evaluation | Creation |
| Added dimensions | Single dimension | Two-dimensional framework |
| Modern relevance | Outdated in some ways | Aligned with modern pedagogy |
Criticisms of Bloom’s Taxonomy
While highly influential, Bloom’s taxonomy is not without criticism:
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Linear hierarchy may not reflect real-life learning, where processes often occur simultaneously.
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Some argue it over-simplifies cognitive processes and doesn’t account for emotional, social, or cultural factors.
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It focuses primarily on academic intelligence, not other intelligences like emotional or creative.
Despite these critiques, it remains a powerful tool when used flexibly and contextually.
Bloom’s Taxonomy in Teacher Education
Teacher training programs extensively use Bloom’s taxonomy to:
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Develop lesson plans
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Frame learning outcomes
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Design effective assessments
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Promote reflective teaching practices
Understanding the taxonomy enables teachers to create constructive alignment between objectives, teaching strategies, and evaluation tools.
Bloom’s Taxonomy and 21st Century Skills
The revised taxonomy supports 21st-century education goals, including:
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Critical thinking
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Creativity
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Collaboration
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Communication
By emphasizing higher-order skills like Analyzing, Evaluating, and Creating, it prepares learners for real-world challenges beyond the classroom.
Final Thoughts
Bloom’s Taxonomy, especially its revised version, is more than just a theoretical framework. It is a practical guide that empowers educators to nurture deep, meaningful, and transformative learning.
By understanding and applying Bloom’s Taxonomy in teaching, assessment, and curriculum development, educators can promote intellectual growth and foster a lifelong love for learning.
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