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Bloom’s Taxonomy
Exploring Student Learning Outcomes
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Introduction to Blooms’ Taxonomy
 A well-known model for thinking about student learning
outcomes.
 Originally developed by Benjamin Bloom in the 1950’s.
 Developed with a committee of educators whose goal was to
create a classification system for learning objectives.
 Bloom’s is widely adapted for a variety of learning
environments.
Levels of Taxonomy
Cognitive domain
2. Affective domain
3. Psychomotor domain
1.
Cognitive Domain
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
Affective Domain
 Receiving
 Responding
 Valuing
 Organizing
 Characterizing
Psychomotor Domain
 Perception
 Set
 Guided Response
 Mechanism
 Complex overt response
 Adaptation
 Origination
Recently Revised
Figure 1. Diagrammatic Representation of Bloom’s Taxonomy of
Thinking
HLWIKI International. (2013). Bloom’s Taxonomy of Educational Objectives. Retrieved and revised from http://hlwiki.slais.ubc.ca
Bloom’s Revised Taxonomy
The green areas are the revisions while the red areas are the original concepts of Bloom’s Taxonomy.
Cognitive Domain
Verbs – some examples… (The student will…):
Remembering
Identify, define, memorize, tell, copy, recite, record, label,
match, and quote.
Understanding
Summarize, paraphrase, relate, cite, convert, describe, explain,
interpret, classify, and indicate.
Applying
Experiment, sketch, construct, prepare, report, implement,
manipulate, complete, solve, and apply.
Analyzing
Compare, contrast, differentiate, prioritize, investigate,
deconstruct, discriminate, calculate, analyze, and correlate.
Evaluating
Criticize, judge, evidence, support, defend, predict, argue,
hypothesize, critique, and evaluate.
Creating
Generate, design, construct, plan, compose, create, write,
modify, compile, and produce.
Table 1. Bloom’s Taxonomy Revised