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Bloom's Taxonomy for Learning Outcomes

Bloom's Taxonomy is a classification of learning objectives organized in a hierarchy from simple to complex and is commonly used to structure curriculum and assessments. It contains six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Benjamin Bloom proposed this taxonomy in 1956 to promote higher forms of thinking in education, such as analysis, synthesis, and evaluation. The levels progress from basic recall or recognition of facts, concepts and procedures to more complex and abstract mental behaviors, such as critical thinking and problem solving.

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Diwani Fermo
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50 views7 pages

Bloom's Taxonomy for Learning Outcomes

Bloom's Taxonomy is a classification of learning objectives organized in a hierarchy from simple to complex and is commonly used to structure curriculum and assessments. It contains six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Benjamin Bloom proposed this taxonomy in 1956 to promote higher forms of thinking in education, such as analysis, synthesis, and evaluation. The levels progress from basic recall or recognition of facts, concepts and procedures to more complex and abstract mental behaviors, such as critical thinking and problem solving.

Uploaded by

Diwani Fermo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd

BLOOMS

TAXONOMY
TO WRITE EFFECTIVE LEARNING
OUTCOMES
What is Bloom’s Taxonomy
Bloom’s Taxonomy is a classification of the different
outcomes and skills that educators set for their students
(learning outcomes). The taxonomy was proposed in 1956
by Benjamin Bloom, an educational psychologist at the
University of Chicago. The terminology has been recently
updated to include the following six levels of learning.
These 6 levels can be used to structure the learning
outcomes, lessons, and assessments of your course
6 LEVELS OF BLOOMS TAXONOMY
• Remembering: Retrieving, recognizing, and recalling
relevant knowledge from long‐term memory.
• Understanding: Constructing meaning from oral,
written, and graphic messages through interpreting,
exemplifying, classifying, summarizing, inferring,
comparing, and explaining.
• Applying: Carrying out or using a procedure for
executing, or implementing.
6 LEVELS OF BLOOMS TAXONOMY
• Analyzing: Breaking material into constituent parts,
determining how the parts relate to one another and to an
overall structure or purpose through differentiating,
organizing, and attributing.
• Evaluating: Making judgments based on criteria and
standards through checking and critiquing.
• Creating: Putting elements together to form a coherent or
functional whole; reorganizing elements into a new pattern
or structure through generating, planning, or producing.
DISPLAYED PYRAMID TO DISPLAY
HIERARCHY
Adding to this confusion, you can locate Bloom’s verb charts that will list verbs at levels different from
what we list below. Just keep in mind that it is the skill, action or activity you will teach using that verb that
determines the Bloom’s Taxonomy level.
You may notice that some of these verbs on the table are associated with multiple Bloom’s Taxonomy
levels. These “multilevel-verbs” are actions that could apply to different activities. For example, you could
have an outcome that states “At the end of this lesson, students will be able to explain the difference
between H2O and OH-.” This would be an understanding level outcome. However, if you wanted the
students to be able to “…explain the shift in the chemical structure of water throughout its various
phases.” This would be an analyzing level verb.

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