Running head: BLOOM’S TAXONOMY 1

Bloom’s taxonomy

Student’s name

Institution

Date
BLOOM’S TAXONOMY 2

Abstract
The purpose of this research is to evaluate the tenth grade English textbook in Kuwait
based on Bloom’s Taxonomy. The research touched on various elements of Bloom's Taxonomy.
Also, frequency and percentage determination of the questions in the six levels of the cognitive
domain. Therefore, this study consisted of two samples: The 10th grade English language
textbook itself and five instructors. The instructors are a sample of experts from Kuwait city
public schools in Kuwait. In addition, another sample of experts from Kuwait University was
also involved in this analysis. Secondly, the population of the study involved questions from the
Kuwait 10th grade textbook ‘’Action Park’’.
The outcome of the research showed that the knowledge level on the questions distribution
showed that it was high in the 10th Grade compared to previous research on other grades. There
was also a good question distribution on the 10th Grade for the synthesis levels. The results also
showed that the 10th grades got a fair distribution of questions on the knowledge level of Bloom
Taxonomy. The 10th graders garnered a high percentage of 11%. Therefore, a critical analysis of
this research ensured that valid conclusions are drawn on the 10th grade English textbook
analysis.
Introduction
Education designers always place their attention and effort towards the development of
the mind of the student. They aim to help the student think in a comprehensive way and thus
prepare him to be an excellent thinker, a creative analyst with the aim of serving himself and his
society well and raise them to the highest standards in this world where competition is very stiff.
These complementary and comprehensive developments of learning objectives are essential for
the teacher in choosing the most appropriate teaching methods. Secondly, it helps the teacher
choose the appropriate means of education, mental stimulants, educational activities, and
evaluation tests and are delivered in a manner that is in line with these objectives and crucial to
achieving them.
It also helps the incorrect teacher teaching, which is vital in developing the student's mind
and thinking in all stages, including both memory level and memorization. The educational goal,
as it is well known, is what the student is required and expected to do or achieve after the process
of education(Bloom,1956). Also, behaviors that indicate the learning level are also crucial
because they are the general indicators of what they apply from the mental processes and what
they think. For the goal-setting process to be properly integrated away from speculation and
improvisation, the first education experts developed a classification that summarizes the memory
process that should be taken into account by the teacher.
This memory process is crucial for the teacher during the process of designing lessons in
order for the teacher not to miss any memory process during the preparation of the student for
learning and education. These classifications show the thinking processes that a student needs in
the course of his/her learning journey. One of the most important classifications developed is
perhaps that of (Guilford, 1959) and (Bloom,1956).
The levels of knowledge at Bloom
The cognitive domain was classified by Bloom into six mental levels in a collective
hierarchical order. These mental processes are divided from simple to complex, easy to hard, and
therefore the more difficult level involves the most simple level while the easier level becomes a
requirement before its higher level. This shows that the mental processes are carried by the
memory of a human being is the largest area that is occupied by the base pyramid, then it
gradually diminishes the area until it reaches the top of the pyramid. This thus represents the
BLOOM’S TAXONOMY 3

highest abilities of the brain of humans, according to Bloom's view. In simpler terms, the
majority of the brain's functions include simpler things like remembering while the least actions
it does are complex mental processes like evaluation and synthesis. The processes are:
1. Knowledge
It is defined as the capability to retrieve particles, processes, patterns, faculties, symbols,
dates, titles, names, and all types of information requiring memorization, partial or total
information recalling. An example is to count, to give an example, etc.
2. Comprehension
Is the ability to perceive, absorb, or digest an idea or a piece of information. The
individual, therefore, is able to recognize concepts, principles, rules, and laws, then
assimilate and translate to different versions.
3. Application
Is the ability to use previously learned concepts, interpret them, and apply them in new
material that is the first time the learner encounters. An example is solving a
mathematical problem using a learned rule.
4. Analysis.
It is the ability to position and analyze all parts and see the relationships and details
connecting them. An example is poem analysis.
5. Synthesis
It is the ability to assemble parts as a whole according to a specific concept and being
able to see the pattern that governs the sections of the unit. An example is to design, to
solve, to infer, etc.
6. Evaluation
Is the ability to evaluate, weigh, describe, or express an opinion while referring to certain
standards of truth. For example, judging a democratic process gives one's opinion on an
ongoing process.
Literature review
The latest studies that have come to reach similar studies in this century were done by
(Ijaiya & Alabi, 2010) in the Education Faculty in Africa. They then returned to the papers that
were done and developed by the faculty of education professors at the university level and posy-
university studies. Over a decade, forty examinations, which covered 251 questions at the
university level and one hundred and eighty-six at the post-university level, were done. Thirty-
one percent of these questions were found to be at the memorization level when the questions
were answered according to Bloom's taxonomy level of knowledge. Fifty-six percent were found
to be at the comprehensive level, four percent at the application level, and 4.8% at the analysis
level.
The synthesis level was at 0.4% and 2.8% at the evaluation level. A study by
(Ismail,2009) was conducted in which the questions written in the Arabic language were
analyzed using the Boom classification technique of cognitive goals. The questions were 1419,
and the researcher concluded that knowledge was the field where the large percentage of
questions came from. At the same time, the largest percentage was related to the minimum
measurement levels of thinking, which mainly focused on memory conservation and not the
higher levels that solely focus on synthesis, application, and evaluation.
(Wang & Farmer,2008) Did a study on the same topic by trying to do research and check
whether continuing education program teachers at Chinese Universities were studying in ways
that led to the development of lower thinking ways through reference to Bloom’s knowledge
BLOOM’S TAXONOMY 4

goals and objectives. Questionnaires that described the teacher’s opinions and attitudes towards
the method of teaching were designed and distributed to a random sample of continuing teachers
in randomly selected universities from Shanghai and Beijing universities. The study consisted of
389 both male and female teachers, and only 359 responded. The results were so important and
showed that teachers in these particular programs were still teaching in ways that led to the
development of the lowest minimum thinking levels, for example, synthesis, analysis, and
evaluation. They, therefore, proposed to organize seminars for the purpose of training teachers
on how to best develop critical thinking among their students and also develop higher levels by
allowing them to become active and more involved in the process of learning then finally
learning in a more open and free manner.
Another study by "Abdeen" (2007) was aimed at an analysis of behavioral goals that
were contained in daily plans of study developed by teachers in Medina’s Al Qasimi Academy
for teacher education. Bloom's goals classification was used were for this purpose; a random
study sample plans that were prepared by these teachers amounted to 147 plans, and some of
those were put forward by Arabic Islamic religion teachers. Mathematics, English, and computer
education were some of the subjects under consideration. The results showed that about 74% of
the objectives were restricted to the cognitive field, while 7.6% had a relationship with the
psychomotor field. Another result also showed that 82% of cognitive objectives were Education
journals and practice.
Another same study was done by Mueiqil (2004) using plans from a random sample of
teachers teaching Arabic languages, and Islamic social sciences in Saudi Arabia for twenty
teachers showed that set objectives mainly focused on the cognitive domain and majorly on the
lower thinking levels and not the high level of thinking. Another study with the same objective
also analyzed questions of a Palestine 6th grade textbook, according to Bloom's classification of
goals and objectives. The study's results are that the 115 questions that formed part of the
analysis were measuring the field of cognitive, and the result showed that the highest proportion
of 79.3% measured the memorization level. Apparently, all the studies that were conducted dealt
with textbook questions, examinations or other questions posed by teachers while in class and
most of these studies used the Bloom's taxonomy as a categorizing guide for questions with the
basis on the cognitive domain levels of comprehension, application, synthesis, evaluation,
analysis, and knowledge. The results, however, showed that most questions focused on the
knowledge level or the comprehension level, although the results were conducted at different
times.
Methodology
The aim of this study was to evaluate the Kuwait 10th grade English textbook’s questions
based on Bloom’s taxonomy. The main objective is to determine the percentages and frequencies
in the levels of Bloom’s taxonomy.
Research approach
The approach is a descriptive analysis based on the analysis of the content. The analytical
approach then follows with the ultimate aim of identifying and categorizing the questions
included in the 10th grade English textbook, according to the three hierarchical models used in
Bloom’s taxonomy.
Study samples
The study consisted of two samples: the 10th grade English textbook and the instructors.
The sample of experts
BLOOM’S TAXONOMY 5

The population of this particular study consisted of five instructors for the 10th-grade students of
public schools in Kuwait city and 12 others from various Kuwait universities.
The sample of the English textbook
This study’s population consisted of questions in the 10th-grade English textbook ‘’The action
Pack’’.
Research instrument
The research made use of Bloom's Taxonomy with six levels for question analysis
(Obaidat,1997). These categories include comprehension, knowledge, analysis, application,
synthesis, and evaluation. This thus proved to be efficient and essential in the categorization of
instructional questions.
Instrument validity
Bloom’s taxonomy’s validity has been obtained through empirical and theoretical modes.
Numerous research areas and curricula by various scholars and experts from diverse fields have
supported the content and structure of this particular taxonomy. A panel of English instructors
will approve Bloom's taxonomy and certify it as the appropriate method of analyzing
instructional questions.
Inter-rater reliability
A raters training program was designed and carried out by visiting the other three different
English language instructors aside from the ones involved in the process. The reliability
coefficient was calculated and obtained through the following formula:

Co-efficient Reliability= No. of Agreement÷(No. of Agreements - No. of Disagreements)x100

And the reliability score was 0.90, which implied that it was suitable to conduct that particular
study.

Research Design

The research is a descriptive research and thus used analytical approach design. An interactive
observation technique was used to bring out simple and accurate results. The research, therefore,
was analyzed according to the six levels of Bloom Taxonomy, as shown in the figure below.

Question Level 10th Grade

Percentage

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation
BLOOM’S TAXONOMY 6

Results
This chapter involves discussion and reporting on the findings of the quantitative analysis of the
data that was collected. The questions of this study are analyzed and discussed, as shown below:

Question one: How are the percentages and the frequencies of the questions in the 10th
grade English textbook distributed according to the six cognitive categories?

To answer this particular question, percentage and frequency calculation was done for the 10th
Grade, as shown in the following table:

Table 1: Questions percentage for 10th Grade according to the Bloom Taxonomy.

Question Level 10th Grade

Percentage

Knowledge 49%

Comprehension 98%

Application 15%

Analysis 11%

Synthesis 78%

Evaluation 56%

Total =448

Table 1 above shows the questions distribution of questions and their percentages according to
the six categories of Bloom’s Taxonomy based on the Cognitive model. Comprehension level
got the highest percentage of 98%, followed by synthesis, which got 78%. The lowest percentage
was 11% obtained by the analysis level of the 10th graders in Kuwait.

Question two: From the expert’s perspective, how are the questions in the English textbook
distributed according to the six categories of the cognitive model of Bloom’s Taxonomy?

The researcher asked a panel of 10 experts to analyze and design the questions distribution
among the six levels of Bloom's Taxonomy, and the results are shown in the table below:

Knowledge Comprehension Application Analysi Synthesis Evaluation Total

s

8% 23% 35% 7% 18% 9% 100

%
BLOOM’S TAXONOMY 7

Table 2 above shows the percentages that were brought forward by the experts for t5he 10th
graders. The application-level took the highest percentage of 35% while the second spot went to
the comprehension level. However, the analysis category had the lowest percentage of 7%, two
percentage points higher than the Evaluation level, which has 9%.

Discussion, Conclusion, and Recommendations

Conclusion

Bloom’s taxonomy was developed in order to provide an efficient and common language
for teachers to discuss and exchange methods of learning assessment. Many diverse learning
objectives can be derived from this taxonomy, although it is mostly used to assess learning goals
and objectives from different cognitive levels. The main objective of an educator who uses this
taxonomy is to encourage the highest level of thinking from the leaner by building up slowly by
slowly from the lower-level cognitive skill.

Behavioral and cognitive learning goals and objectives are delivered to the learner in order to
show how the Bloom's Taxonomy can be used together with large scale educational guidelines,
goals and objectives with the aim of bringing out the best experience to the teaching profession
and at the same time equip the student with analysis and cognitive skills(Guilford,1959). The
literature review, on the other hand, showed that low-level questions were overemphasized in the
10th grade textbook in various fields like history, biology, science, and social sciences. Various
researchers also reported that the performance of various students was also affected by their
cognitive or learning styles. This, therefore, implies that when the student was exposed to a
higher question level that might influence his/her ways of thinking, he/she would have the ability
to achieve higher levels of cognitive tasks.

Results division from the first question.

How are the percentages and the frequencies of the questions in the 10th grade English
textbook distributed according to the six cognitive categories?

All the questions in the 10th grade English textbook were transcribed and well-analyzed across
the six levels of Bloom's taxonomy. The percentages and the frequencies of the taxonomic levels
were recorded and analyzed. The results showed a higher percentage for the comprehensive
level. Although there were some slight differences from the results recorded above and those
from other previously done research, a strong similarity existed between the lower-level
categories research results and those of previously done studies.

Results division from the second question

From the expert’s perspective, how are the questions in the English textbook distributed
according to the six categories of the cognitive model of Bloom’s Taxonomy?

Results show that the application level took the highest percentage of 35% while the second spot
went to the comprehension level. However, the analysis category had the lowest percentage of
7%, two percentage points higher than the Evaluation level, which has 9%. This result thus
indicates that the English textbook questions mostly focused on comprehension and knowledge
BLOOM’S TAXONOMY 8

questions while slightly ignoring the other categories. The expectation was that the questions
would be distributed in a fair, balanced way, but the results above showed that the questions
mainly focused on the categories of knowledge and comprehension.

The literature review also showed that there was an overemphasis on low-level textbooks in
diverse fields of study like science, biology, social studies, mathematics, geography, and history.
This also implies that the students are not involved in the high-level questions that ultimately
have an impact on their cognitive styles.

Recommendations

1 Teachers are required to put more focus and pay more attention to focus on this level.
The Education Ministry, on the other hand, must consider fair questions distribution
among the six Bloom Taxonomy levels every time they plan a coursebook. This will go a
long way in ensuring inclusivity and avoid biasness.
2 Other available textbooks should also be put into consideration. This involves thoroughly
reviewing them and editing where necessary and adding them into the study. This will
ensure diversity and a wide array of knowledge, which is good for overall educational
development.
3 Other studies should also be conducted in order to analyze the level of questions to be
included in the questions. This will ensure inclusivity.
4 Analysis of textbooks must be conducted to determine whether the results obtained have
consistency in all levels with experts suggesting the field relating to the question’s
distribution. This is important to avoid biasness.
5 Teachers should also have thorough training on how to apply Bloom's taxonomy
distribution of questions to ensure that high-quality results are obtained and that students
are equipped with excellent cognitive thinking skills.
BLOOM’S TAXONOMY 9

References

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Agha, R. (2004) Analysis of the questions of geography book for the sixth Grade in Palestine
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Bloom, B. (1956) Taxonomies of educational objectives, Handbook 1. Cognitive Domain, NY:

McKay. Crystal, D. (2003) English as a Global Language (2nd Edition). Cambridge
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Guilford, J. (1959). "Three faces of intellect. American Psychologist. (14). 469-479

Ijaiya, N. & Alabi, A. (2010) Teacher education in Africa and critical thinking skills: Need and
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Ismail, D. (2009) Analysis of Turkish Secondary History Examination Questions According to

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Obaidat, M. (1997) Evaluation of EFL In-Service Training Course in Jordan (Views and
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Wang, V. & Farmer, L. (2008) "Adult teaching methods in China and Bloom's Taxonomy,"
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