Bloom’s Taxonomy is a framework for categorizing different types of learning objectives and outcomes, created by educational psychologist Benjamin Bloom and his colleagues in the 1950s. It provides a structure for understanding the different levels of thinking required to achieve various educational goals and objectives. The taxonomy is organized into a hierarchical order, with the lower levels of thinking building the foundation for the higher levels. Bloom’s Taxonomy has been widely used in education and training, and it remains a useful tool for educators and instructional designers today.
The taxonomy is organized into six levels of thinking, each of which represents a different type of cognitive process. The levels are arranged in a pyramid, with the lower levels forming the foundation for the higher levels. The six levels of Bloom’s Taxonomy are:
1. Remembering: This is the lowest level of the taxonomy, and it involves the ability to recall or recognize previously learned information. This can include memorizing facts, definitions, and procedures, as well as recognizing and identifying basic concepts and ideas.
2. Understanding: At this level, learners are able to comprehend the meaning of the information they have learned, and they can explain it in their own words. This involves making connections between different pieces of information, and being able to interpret and summarize information.
3. Applying: The third level of Bloom’s Taxonomy involves using knowledge and understanding to solve problems or complete tasks. This can involve using previously learned information in new and novel ways, and applying concepts and principles to real-world situations.
4. Analyzing: At this level, learners are able to break down complex information into smaller parts and examine the relationships between them. This involves identifying patterns and connections, and being able to draw conclusions and make inferences based on the information.
5. Evaluating: The fifth level of Bloom’s Taxonomy involves the ability to make judgments about the value or quality of information, ideas, or arguments. This can involve comparing and contrasting different viewpoints, assessing the strengths and weaknesses of different arguments, and making informed judgments based on criteria or standards.
6. Creating: The highest level of Bloom’s Taxonomy involves the ability to generate new ideas, products, or solutions. This involves using knowledge and understanding to develop something new or original, and may require the application of creativity and imagination.
Each of the six levels of Bloom’s Taxonomy represents a different type of cognitive process, and they build on each other in a hierarchical order. For example, in order to analyze information at level four, learners must first be able to apply knowledge and understanding at level three. Similarly, in order to create something new at level six, learners must first be able to evaluate information and make judgments at level five.
One of the strengths of Bloom’s Taxonomy is that it provides a framework for educators and instructional designers to design learning experiences that target specific levels of thinking. For example, a teacher might design an activity that focuses on analyzing information by asking students to identify patterns or connections between different pieces of information. Similarly, a training program might be designed to help learners apply new knowledge and skills in real-world situations, by providing opportunities to practice using that knowledge in different contexts.
Another strength of Bloom’s Taxonomy is that it can be used to assess and evaluate learning outcomes. By designing assessments that target specific levels of thinking, educators and trainers can measure whether learners have achieved the intended learning objectives. For example, an assessment might include questions that require learners to recall information at the remembering level, and questions that require them to analyze and evaluate information at the higher levels of the taxonomy.