Bloom's Taxonomy

Bloom's Taxonomy is a framework for classifying educational goals and objectives into different levels of complexity and specificity. It is named after educational psychologist Benjamin Bloom, who first published it in the 1950s. The framework has been widely used in education and has been updated several times over the years to reflect changes in educational practices and theories.

The taxonomy consists of six levels of cognitive processes, ranging from the most basic to the most complex:

Remembering: recalling information from memory

"Remembering" is the first level of Bloom's Taxonomy of cognitive processes. It refers to the process of recalling information from memory. This is the most basic level of thinking and learning, and it involves recognizing and retrieving information that has been previously learned.

Examples of activities that fall under the category of remembering include:

• Reciting a poem or song
• Listing facts about a historical event
• Repeating a definition or formula
• Naming the steps in a process
• Matching terms to definitions

In order to help students engage in the process of remembering, teachers can use strategies such as repetition, summarization, and providing opportunities for students to practice recalling information. Tests and quizzes are often used to assess whether students have remembered the information.

It's important to note that simply remembering information is not enough for deep understanding. The other levels of Bloom's Taxonomy, such as understanding, applying, analyzing, evaluating, and creating, build upon the foundation of remembering and involve more complex forms of thinking and learning.

 Understanding: comprehending the meaning of information

"Understanding" is the second  level of Bloom's Taxonomy of cognitive processes. At this level, students are expected to comprehend the meaning of information and be able to explain it in their own words. The goal is for students to go beyond simply recalling information and to demonstrate that they truly grasp its significance.

At the understanding level, students should be able to:

• Explain the main ideas and concepts of a subject or text.
• Summarize information and make connections between different ideas.
• Translate technical terms and jargon into plain language.
• Compare and contrast different viewpoints or theories.
• Provide examples to illustrate their understanding of the material.

To assess understanding, teachers may ask questions that require students to explain, summarize, or apply the information they have learned. For example, they might ask students to write an essay or give a presentation that demonstrates their understanding of a particular topic. Other examples of assessments at the understanding level include multiple-choice questions that require students to choose the best explanation of a concept, and short-answer questions that ask students to describe the relationships between different ideas.

The understanding level of Bloom's Taxonomy is an important stepping stone towards higher-level thinking processes, such as analyzing and evaluating. By helping students comprehend the meaning of information, teachers can foster deeper learning and a greater appreciation of the subject matter.

 

Applying: using information in a practical context

"Applying" is the second level of Bloom's Taxonomy of cognitive processes. It involves using information in a practical context, typically to solve a problem or complete a task. At this level, students are expected to take the information they have learned and use it in a new situation. This level requires a deeper understanding of the information than simply recalling or comprehending it. 

Examples of activities that might require students to apply their knowledge include: 

• Solving a mathematical equation or a scientific problem
• Designing a project or creating a product that uses specific concepts
• Demonstrating how to use a particular skill or technique
• Interpreting data or information and making recommendations based on it

At the "Applying" level, students are not only using their knowledge but also demonstrating their understanding of how to use it in real-world situations. By requiring students to apply their knowledge, teachers can assess whether they have a deeper understanding of the material and can use it in new and practical ways.

 In general, activities at the "Applying" level of Bloom's Taxonomy can be thought of as being hands-on or active, as they require students to engage with the information in a more concrete and tangible way.

Analyzing: breaking down information into component parts and identifying relationships among them

Analyzing is the third level in Bloom's Taxonomy of cognitive processes. At this level, students are asked to break down information into component parts, examine the relationships among these parts, and identify patterns and connections. The goal of analyzing is to help students gain a deeper understanding of complex information by examining it in detail and seeing how the different parts fit together. 

When students engage in analyzing, they are asked to: 

• Identify and examine the components of a concept or idea
• Determine the relationships between these components and how they contribute to the whole
• Identify patterns and connections within the information
• Distinguish between relevant and irrelevant information

For example, when analyzing a historical event, students might be asked to identify the different factors that led up to the event, examine how these factors interacted with one another, and identify any patterns or themes that emerge from the analysis. They might also be asked to compare and contrast different perspectives on the event and evaluate the reliability of sources of information. 

Analyzing requires higher-level thinking skills and a deeper understanding of the information being studied. By engaging in this type of analysis, students can develop their critical thinking skills, build a deeper understanding of complex ideas, and learn to make connections between different pieces of information.

Evaluating: making judgments about the value of information or arguments based on a set of criteria

"Evaluating" is the fourth level of Bloom's Taxonomy of cognitive processes. At this level, students are asked to make judgments about the value of information or arguments based on a set of criteria. This requires them to engage in higher-level thinking and to consider multiple perspectives, as they need to consider both the strengths and weaknesses of different arguments or ideas. 

Evaluating requires students to synthesize information and apply their knowledge in a new context. It asks students to make decisions about what is most important or relevant in a given situation, and to justify their choices. It also requires students to assess the quality of the evidence or information being presented, and to determine whether it supports the arguments being made. 

Examples of activities that might encourage students to engage in evaluating include: 

• Comparing and contrasting two or more perspectives on a particular topic and determining which one is the most convincing
• Assessing the credibility of sources of information and determining which ones are most reliable
• Determining the fairness or bias of an argument and explaining why
• Designing a set of criteria for evaluating a particular product or service, and then using those criteria to evaluate a specific example

Evaluating is an important aspect of critical thinking and helps students develop the skills they need to make informed decisions and arguments. By engaging in this type of higher-level thinking, students can deepen their understanding of the material, and develop their ability to think critically and creatively.

 

Creating: using information to generate a new idea or product

The "Creating" level in Bloom's Taxonomy of cognitive processes refers to the highest level of thinking and represents the ability to use information and knowledge to generate a new idea or product. This level of thinking requires students to not only recall information from memory, understand its meaning, apply it in a practical context, analyze it and evaluate it, but also to take that information and use it in a new and original way.

 Creating involves combining existing knowledge and skills in a novel way, to come up with something that is new, innovative, and valuable. It requires students to synthesize information, identify connections, and use their imagination to generate original solutions or ideas. Examples of creating-level activities in education might include: 

• Designing a new product or solution to a problem
• Developing a new process or method
• Writing an original story, poem, or essay
• Creating a visual representation of a concept or idea
• Inventing a new technology or scientific breakthrough

The ability to create is an important skill in many fields and disciplines, as it represents a deep understanding and mastery of the material. By engaging in creating activities, students can demonstrate their critical thinking skills and their ability to apply what they have learned in a new and innovative way

Each level of the taxonomy is associated with a different type of learning outcome, and teachers can use the framework to design educational activities and assessments that target specific levels of cognitive processes. By creating learning activities that challenge students to engage in higher-level thinking processes, such as analyzing and evaluating, teachers can help students develop a deeper understanding of the material and build critical thinking skills.

 Bloom's Taxonomy remains an influential framework in education, and many teachers and instructional designers continue to use it to guide their lesson planning and assessment design.