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    Bloom's Taxonomy is an instructional theory that categorizes levels of learning from lowest to highest order thinking skills: remember, understand, apply, analyze, evaluate, and create. It provides a framework for instructors to write learning outcomes, plan curriculum, deliver content, and assess student learning. The taxonomy can be used to structure course content by beginning with lower-order thinking skills and increasing difficulty, as well as to design assessments that evaluate students' knowledge and skills at different cognitive levels.

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    Topic 4 Blooms Domains of Learning Introduction to Blooms Taxonomy

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    Bloom's Taxonomy is an instructional theory that categorizes levels of learning from lowest to highest order thinking skills: remember, understand, apply, analyze, evaluate, and create. It provides a framework for instructors to write learning outcomes, plan curriculum, deliver content, and assess student learning. The taxonomy can be used to structure course content by beginning with lower-order thinking skills and increasing difficulty, as well as to design assessments that evaluate students' knowledge and skills at different cognitive levels.

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    11 views9 pages

    Topic 4 Blooms Domains of Learning Introduction To Blooms Taxonomy

    Uploaded by

    Marvin Basira
    Bloom's Taxonomy is an instructional theory that categorizes levels of learning from lowest to highest order thinking skills: remember, understand, apply, analyze, evaluate, and create. It provides a framework for instructors to write learning outcomes, plan curriculum, deliver content, and assess student learning. The taxonomy can be used to structure course content by beginning with lower-order thinking skills and increasing difficulty, as well as to design assessments that evaluate students' knowledge and skills at different cognitive levels.

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    of 9

    Introduction to Bloom’s

    Taxonomy
    Dr. Roger S. Colisao
    What is Bloom’s?
    •Is an instructional theory that categorizes
    levels of learning.
    •A tool for instructors to assist with writing
    learning outcomes, curriculum planning,
    content delivery as well as assessment of
    learning levels.
    Bloom’s Levels
    • Each level has a list of action verbs to
    identify the type of cognitive activity being
    performed by the student.
    • Remember is the lowest level using action
    verbs- memorize, reproduce, or recognize
    facts and terms.
    • Each step-up builds on the one below
    requiring a higher level of thinking and
    more difficult learning activities.
    Create: To make connections,
    identify new relationships, or
    design something new (new to
    students)
    Evaluate: To make a judgement,
    Bloom’s Taxonomy

    determine validity of a claim, or


    select and defend a position

    Analyze: To identify and examine


    components, compare and/or
    contrast properties, identify
    assumptions, or deduce implications

    Apply: To utilize, apply or make


    useful

    Understand: To describe, translate


    or restate in one’s own words

    Remember: To memorize,
    reproduce, or recognize facts and
    terms

    Knowledge through Evaluation from: Bloom, B. & Associates (1956). Taxonomy of educational objectives. New York, NY: David McKay.
    Remembering through Creating from: Anderson, L. W., & Krathwohl, D. R. (2000). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of
    Educational Objectives. Boston, MA: Allyn & Bacon.
    “Revised Bloom's Taxonomy.” CELT, Iowa State University Center for Excellence in Learning and Teaching,
    www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/.
    How to Use Blooms
    1. Use Bloom’s action verbs to write learning
    outcomes.
    2. Use Bloom’s levels to structure course
    content (curriculum mapping).
    3. Use Bloom’s to assess/measure student
    progress.
    Writing learning outcomes
    1. Use Bloom’s action verbs to write
    learning outcomes.

    Example: Student will be able to:


    Apply diagnosis and procedure codes according
    to current guidelines with 70% accuracy or
    better - Blooms level (3)

    “Level
    3”
    Structure Course Content
    1. Using Bloom’s to plan: begin at a lower level
    Bloom’s category. As the student develops more
    skill/understanding the activities’ difficulty
    (Bloom’s level) also increases.
    2. Plan learning outcomes first so that course
    content aligns with learning goals (so a course
    does not start with the most difficult material).
    3. Test Blueprinting and Curriculum Mapping are
    tools that help structure course content.
    Using Blooms to Assess
    Course activities are designed to assess a student’s
    knowledge/skill level. Examples of question types and
    common Bloom’s level:
    a. Multiple choice questions = Remember (Bloom’s 1)
    b. Summarize an article = Understand (Bloom’s 2)
    c. Analyze case study = Analyzing (Bloom’s 4)
    d. Create a spreadsheet = Creating (Bloom’s 6)
    Resources
    • Visit the Assessment Website:
    www.dacc.edu/assessment
    • Preville, Philip “The Professor’s Guide to Using
    Bloom’s Taxonomy.” Tophat.com. Retrieved
    December 15, 2020.
    https://tophat.com/teaching-resources/ebooks-and-gui
    des/blooms-taxonomy-guide/

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