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Bloom’s Taxonomy: What You Need To Know And How To Be Used
Bloom’s Taxonomy was first edited in 1956 by the American educational
psychologist Benjamin Bloom and outlined the following classification of learning
objectives according to the cognitive processes involved in the mind of
learners. From lowest to highest these are:
1. Knowledge.
Learners must be able to recall or remember the information.
2. Comprehension.
Learners must be able to understand the information.
3. Application.
Learners must be able to use the information they have learned at the same
or different contexts.
4. Analysis.
Learners must be able to analyze the information, by identifying its different
components.
5. Synthesis.
Learners must be able to create something new using different chunks of the
information they have already mastered.
6. Evaluation.
Learners must be able to present opinions, justify decisions, and make
judgments about the information presented, based on previously acquired
knowledge.
Why Bloom’s taxonomy is important for developing your learning objectives?
Because it helps you understand the level of cognitive processes involved in
human learning, that is the natural order according to which your target audience
will process the information you present. For example, the learning objectives for
a compliance training course would be about making sure that the employees
know the company’s policies and principles (Level 1: Knowledge), whereas the
learning objectives of a productivity training course must be about making sure
that the employees are able to put what they are learning to use in order to boost
their performance (Level 3: Application).
Bloom presented his taxonomy in a hierarchical order; however, often eLearning
professionals dismiss lower levels as unworthy, which is a mistake. Lower-level
objectives should never be ignored; on the contrary, before achieving higher-
order learning objectives, eLearning professionals should first make sure that
learners have all the necessary requirements in terms of previous knowledge in
order to proceed. A pre-test, for instance, may be used to identify potential
knowledge gaps and recommend learners a quick revision before taking the
module under consideration.
Knowing the order that cognitive processes involved in learning take place, will
significantly help you set your learning objectives accordingly. But how can you
make sure that you are communicating them clearly to your audience? We
mentioned earlier that learning objectives need to be as specific as possible.
Anderson and Krathwohl, back in 2001, worked on a revised version restating the
Bloom's Taxonomy in verb format, facilitating the process of writing learning
objectives by providing Instructional Designers with a list of verbs they can use to
help their audience understand exactly what is expected of them. Here is a list of
specific, measurable verbs you can use when writing learning objectives for each
level of the revised Bloom's Taxonomy:
1. Remember.
Memorize, show, pick, spell, list, quote, recall, repeat, catalogue, cite, state,
relate, record, name.
2. Understand.
Explain, restate, alter, outline, discuss, expand, identify, locate, report,
express, recognize, discuss, qualify, covert, review, infer.
3. Apply.
Translate, interpret, explain, practice, illustrate, operate, demonstrate,
dramatize, sketch, put into action, complete, model, utilize, experiment,
schedule, use.
4. Analyze.
Distinguish, differentiate, separate, take apart, appraise, calculate, criticize,
compare, contrast, examine, test, relate, search, classify, experiment.
5. Evaluate.
Decide, appraise, revise, score, recommend, select, measure, argue, value,
estimate, choose, discuss, rate, assess, think.
6. Create.
Compose, plan, propose, produce, predict, design, assemble, prepare,
formulate, organize, manage, construct, generate, imagine, set-up.
Intercultural
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