10/21/2022

Bloom’s Taxonomy
of Learning
Bloom’s Taxonomy for
Teaching-Learning and Assessment
Benjamin Samuel Bloom
Born at 1913, at Pennsylvania
Graduation and masters:
Professor Dr. M. Ashraful Alam Pennsylvania State University
Chemistry, SUST
01718-364-976

Bloom’s Taxonomy
Use of Bloom’s Taxonomy
• In 1956, Benjamin Bloom headed a group of educational
psychologists who developed a classification of levels of 1. Defining the Learning Outcomes (LOs) & educational objectives
intellectual behavior in learning.
2. Selecting Teaching methods/strategies
3. Selecting Teaching aids-materials
• During the 1990's a new group of cognitive psychologist,
lead by Lorin Anderson (a former student of Bloom's), 4. Preparation of Assessment Tools
updated the taxonomy reflecting relevance to 21st century 5. Development & review of CURRICULUM
work.
6. Development & review of SYLLABUS
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HEAD: MINDSET TRANSFORMATION

Bloom’s Taxonomy: Three Major Domains
HEART: THE WILL AND RESILIENCY
HANDS: PROACTIVITY
Cognitive
Mental Skills
(Knowledge)
What we “know”

Affective
Psychomotor
Growth in feelings or
Manual or Physical emotional areas
Skills (Skills) (Attitude)
How we “do” How we “feel”

Bloom’s Taxonomy (Taxonomy of Learning) Bloom’s cognitive domain

3 Domains
Six sub-domains of cognitive domain:
Cognitive/ Affective/ Psychomotor/
Knowledge Attitude Skill 1. Remembering
2. Understanding Lower-level Learning
6. Create 5. Characterization 5. Naturalization 3. Applying
5. Evaluate 4. Organization 4. Articulation 4. Analysing
4. Analyze 3. Valuing 3. Precision 5. Evaluating Higher Order Learning
3. Apply 2. Responding 2. Manipulation 6. Creating
2. Understand 1. Receiving 1. Imitation
1. Remember 8
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1.1: Recall or Remember 1.2: Comprehend

Ability to recall or recognize items of information, ideas etc. Ability to show understanding of ideas, e.g. by expressing
ideas in own words or transposing into alternative forms
 Define
• Classify, group
 Recall, find
• Explain, outline
 Write, record
• Summarize
 Select, match
• Compare, contrast
 Name, list
• Represent
 Underline
• Predict, fill in
 Label, draw
• Distinguish between

Can the student recall or remember the information?

Can the student explain ideas or concepts?

1.3: Apply 1.4: Analyze

Ability to apply knowledge and ideas in order to meet the Ability to deal with situations where elements have to be
demands of situations or problems, which are new to the learner analyzed and restructured before relevant ideas can be applied

• Predict • Break down, categorize

• Demonstrate • Conclude, generalize
• Compute • Criticize
• Find, discover • Differentiate
• Solve • Diagram
• Modify, convert • Estimate, determine
• Show, arrange • Infer, illustrate
• Operate, perform • Order, classify
• Construct, prepare • Separate, discriminate
• Subdivide, take apart
Can the student use the information in a new way?
Can the student distinguish between the different parts?
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1.5: Evaluate 1.6: Create (Synthesize)

Ability to put ideas together in new ways that reach
Ability to judge the quality or value of material by
beyond what has been specifically taught
reference to appropriate criteria
• Argue
• Argue, criticize • Combine
• Compare • Compose
• Conclude • Construct
• Discriminate • Create
• Judge, select • Design, plan
• Formulate
• Justify, verify • Re-arrange
• Measure, test • Revise, rewrite
• Support, defend • Generalize, deduce
Can the student justify a stand or decision?
Can the student create new product/point of view?

1.6: Create (Synthesize)

Cognitive Domain
Create
Design
Evaluate

Analyse
Explore
Apply

Understand

Support
Remember

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কােজর ছেল
যািগ নাথ সরকার

• দাদখািন চাল, মুসুিরর ডাল, িচিন-পাতা দ,

• What I hear, I forget
দু’টা পাকা বল, সিরষার তল, িডমভরা ক।
•
• What I see, I remember পেথ হঁ েট চিল, মেন মেন বিল, পােছ হয় ভল;
• What I say, I understand ভল যিদ হয়, মা তেব িন য়, িছঁ েড় দেব চল।

• What I do, I understand and remember • দাদখািন চাল, মুসুিরর ডাল, িচিন-পাতা দ,
দু’টা পাকা বল, সিরষার তল, িডমভরা ক।

• বাহবা বাহবা – ভালা ভেতা হাবা, খিলেছ তা বশ!

দিখব খলােত, ক হাের ক জেত, কনা হেল শষ।
•

• দাদখািন চাল, মুসুিরর ডাল, িচিন-পাতা দ,

িডম-ভরা বল, দু’টা পাকা তল, সিরষার ক। 2. Affective
• ওই তা ওখােন, ঘুির ধের টােন, ঘাষেদর ননী;
আিম যিদ পাই, তা হেল উড়াই, আকােশ এখিন! Your attitude is a little
•
thing, but it makes a big
দাদখািন তল, িডম-ভরা বল, দুটা পাকা দ,
difference.
সিরষার চাল, িচিন-পাতা ডাল, মুসুিরর ক!

• এেসিছ দাকােন-িকিন এই খােন, যত িকছ পাই; It's your attitude

মা যাহা বেলেছ, ঠক মেন আেছ, তােত ভল নাই! that determines
•

দাদখািন বল, মুসুিরর তল, সিরষার ক, your altitude.

িচিন-পাতা চাল, দুটা পাকা ডাল, িডম ভরা দ।
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2. Affective
 Receiving phenomena: Awareness, willingness to hear,
3. Psychomotor
selected attention.

 Responding to phenomena: Active participation on the

part of the learners. Action speaks
louder than words
 Valuing: The worth or value a person attaches to a
particular object, phenomenon, or behavior.

 Organization: Organizes values into priorities; emphasis

is on comparing, relating, and synthesizing values.

 Characterization (Internalizing values): Has a value

system that controls their behavior.

3. Psychomotor
1. Imitation: Observing and patterning behavior after someone else
2. Manipulation: Being able to perform certain actions by following
instructions and practicing
3. Precision: Refining, becoming more exact.
4. Articulation: Coordinating a series of actions, achieving harmony
and internal consistency
5. Naturalization: Having high level performance become natural,
without needing to think much about it.
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Few Questions

1. Name & differentiate the three domains of Bloom’s

Taxonomy
2. How many levels are there altogether in Bloom’s
Taxonomy?
3. Mention two action verbs for each of the cognitive level
4. What are the uses of Bloom’s Taxonomy in teaching-
learning?
5. How will you use Bloom’s Taxonomy in your Lesson
Plan?