What is Bloom’s taxonomy?

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill,
and David Krathwohl published a framework for categorizing educational goals,
Taxonomy of Educational Objectives. Familiarly known as Bloom’s taxonomy, this
framework has been applied by generations of K-12 teachers and college instructors in
their teaching.

In 2001, a group of cognitive psychologists, curriculum theorists and instructional

researchers, and testing and assessment specialists, led by Lorin Anderson and David
Krathwohl, published a revision of Bloom’s taxonomy with the title A Taxonomy for
Teaching, Learning, and Assessment. This title draws attention away from the
somewhat static notion of “educational objectives” (in Bloom’s original title) and points
to a more dynamic conception of classification.

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but
its authors created a separate taxonomy of the types of knowledge used in cognition:
Cognitive Domain

There are six levels of cognitive learning according to the revised version of Bloom’s
taxonomy, and each level is conceptually different. The cognitive process dimension
represents a continuum of increasing cognitive complexity—from remember to create.
The six levels are remembering, understanding, applying, analyzing, evaluating, and
creating. These levels can be helpful in developing learning outcomes because certain
verbs are particularly appropriate at each level and not appropriate at other levels
(though some verbs are useful at multiple levels). For instance, students might list
presidents or proteins or participles to demonstrate that they remember something they
learned, but generating a list does not demonstrate (for example) that the students are
capable of evaluating the contribution of multiple presidents to Philippine politics or
explaining protein folding or distinguishing between active and passive participles.

What are the learning objectives? How do we write them?

Learning objectives state what teachers want their students to learn and be able to do. A
statement of an objective contains a noun (type of knowledge) and a verb (type of
cognitive process using the knowledge). The verb generally refers to [actions associated
with] the intended cognitive process. The object generally describes the knowledge
students are expected to acquire or construct.

The general form of a learning objective: Students will be able to verb noun phrase.

Examples:
Students will be able to design an experiment to test a hypothesis.

Students will be able to distinguish among confederal, federal, and unitary systems of
government.

Students will be able to differentiate between rational and irrational numbers.

The following table conveniently summarizes the definitions of the different cognitive
levels in Bloom’s revised taxonomy. Sample process verbs, products and assessments,
question stems, and learning objectives are also provided. Pay close attention to the
sample process verbs provided; you will be using them when you create your own
learning objectives later.

BLOOM’S REVISED TAXONOMY OF THE COGNITIVE DOMAIN

(Anderson and Krathwohl, 2001)
Remember Understand Apply Analyze Evaluate Create
Retrieve, recall, Demonstrate Use information Break material Make judgements Put elements
D
or recognize comprehension or skill in a new into its based on criteria together to form
E
relevant through one or situation. constituent and standards. a new coherent
F
knowledge more forms of parts and or functional
I
from long-term explanation. determine how whole;
N
memory. the parts relate reorganize
I
to one elements
T
another and/or into a new
I
to an overall pattern or
O
structure or structure.
N
purpose.
define associate act advertise appraise adapt
describe cite administer analyse argue anticipate
duplicate classify apply appraise assess assemble
enumerate compare articulate calculate choose collaborate
examine contrast calculate categorise compare combine
identify convert change classify conclude compile
label describe chart compare consider compose
V list differentiate choose conclude convince construct
E locate discover collect connect criticise create
R match discuss complete contrast critique design
B memorise distinguish compute correlate debate develop
S name estimate construct criticise decide devise
observe explain determine deduce defend express
omit express develop devise discriminate facilitate
quote extend discover diagram distinguish formulate
read generalise dramatise differentiate editorialise generalise
recall give examples employ discriminate estimate hypothesise
recite group establish dissect evaluate infer
recognise identify examine distinguish find errors integrate
 record illustrate experiment divide grade intervene
repeat indicate explain estimate judge invent
reproduce infer illustrate evaluate justify justify
retell interpret interpret experiment measure manage
select judge judge explain order modify
state observe manipulate focus persuade negotiate
tabulate order modify illustrate predict plan
tell paraphrase operate infer rank prepare
visualise predict practice order rate produce
relate predict organise recommend propose
report prepare plan reframe rearrange
represent produce prioritise score reorganise
research record select select report
restate relate separate summarise revise
review report subdivide support rewrite
rewrite schedule survey test role-play
select simulate test weigh simulate
show sketch solve
summarise solve speculate
trace teach structure
transform transfer validate
translate write write
P definition debate demonstration chart conclusion advertisement
R fact definition diagramme checklist debate poem
O label dramatisation experiment database editorial blueprint
D list example illustration diagramme investigation cartoon
U quiz explanation journal graph judgement collage
C reproduction label lesson illustration opinion film
T test list map investigation recommendation formula
S workbook outline model list report invention
/ worksheet quiz performance outline survey new game
A recitation poster plan verdict newspaper
S reproduction prediction questionnaire painting
S story problems presentation report plan
E summary report spreadsheet song
S test scrapbook summary story
S simulation video
M
E
N
T
S

— What — What could — Do you know — Which events — Is there a better — Can you
happened happen next? of another could not have solution to…? design a…to…?
Q after…? — Who do you instance where…? happened? — What do you — Can you see a
U — How think…? — Can you — How is think about…? possible solution
E many…? — What was the group…? …similar to …? — Do you think…is a to…?
S — What is…? main idea…? — Which factors — What are good or bad thing? — How would
T — Who …? would you some other — How would you you devise your
I — Can you change…? outcomes? feel if…? own way to…?
O name…? — What — Why did … — How effective — What would
N — Which is true questions would occur? are…? happen if…?
S or false? you ask of…? — What was the — What are the pros — How many
T — From the problem with…? and cons ways can you…?
E information of …? — Can you create
M given, can you new and unusual
S develop a set of uses for…?
instructions
about…?
S — List primary — Summarise — Respond to — Select the — Select the most — Generate a log
A and secondary features of a new frequently asked most complete complete list of of daily
M colours. product. questions. list of activities. activities. activities.
P — Recognise — Classify — Provide advice — Differentiate — Determine — Assemble a
L symptoms of adhesives by to novices. high and low relevance of results. team of experts.
E exhaustion. toxicity. culture.
 O — Recall how — Clarify — Carry out pH — Integrate — Judge efficiency — Design
B to perform assembly tests of water compliance with of sampling efficient project
J CPR. instructions. samples. regulations. techniques. workflow.
E — Identify — Predict one’s — Use techniques — Deconstruct — Reflect on one’s — Create a
C strategies for response to that match one’s one’s biases. progress. learning
T retaining culture shock. strengths. portfolio.
I information.
V
E
S

Why should we use Bloom’s taxonomy? How should we use it in lesson

planning?
Patricia Armstrong of Vanderbilt University provides the following clarifying points:
● It is important to establish learning objectives in the teaching-learning process so
that teachers and students alike understand the purpose of the activities
conducted.
● Organizing objectives helps clarify the learning goals for the teacher and the
students.
● Having an organized set of objectives helps teachers plan and deliver appropriate
instruction, design valid assessment tasks and strategies, and ensure that
instruction and assessment are aligned with the objectives.

In planning your lessons, Jessica Shabatura of University of Arkansas offers the

following points to consider:
● Are your students in the lower grades? Is your lesson for the day an introduction
to its topic? If so, your learning objectives may target the lower levels of Bloom’s
taxonomy since your students are building foundational knowledge. However,
even in this situation, you should still strive to move a few of your objectives into
the applying and analyzing levels. Just remember that getting too far up in the
taxonomy could create frustration and unachievable goals.
● Are your students in the upper grades? Can they be considered independent
learners? Do your students have a solid foundation in much of the terminologies
and processes you will be working on your lesson? If so, then you should not have
many remembering and understanding level objectives. You may need a few, for
any radically new concepts specific to your lesson. However, these advanced
students should be able to master higher-order learning objectives. Too many
lower-level objectives might cause boredom or apathy.

​Application

Let’s review Bloom’s taxonomy briefly before we head on to our main task for this
lesson. The taxonomy is summarized in the image below, from Jessica Shabatura of
University of Arkansas:
Now let’s try to create sample learning objectives for a specific lesson. Remember that
you can always refer to the “verb table” we discussed earlier to help you identify which
action verbs align with each level in Bloom’s taxonomy. However, take note 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 objective 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
objective. 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 analysing
level verb.

Let’s see how we can apply our knowledge of Bloom’s taxonomy in creating our learning
objectives. The following are some examples of learning objectives adapted from Nelson
Baker at Georgia Tech (nelson.baker@pe.gatech.edu).

Bloom’s Key Verbs (Keywords) Sample Learning Objective

Taxonomy
Levels
REMEMBER list, recite, outline, define, By the end of this lesson, the students
name, match, quote, recall, will be able to recite Newton’s three
identify, label, recognise laws of motion.
UNDERSTAND describe, explain, paraphrase, By the end of this lesson, the students
restate, give original examples will be able to describe Newton’s three
of, summarise, contrast, laws of motion in their own words.
interpret, discuss
APPLY calculate, predict, apply, solve, By the end of this lesson, the students
illustrate, use, demonstrate, will be able to calculate the kinetic
determine, model, perform, energy of a projectile.
present
ANALYSE classify, break down, By the end of this lesson, the students
categorise, analyse, diagram, will be able to differentiate between
illustrate, criticise, simplify, potential and kinetic energy.
associate
EVALUATE choose, support, relate, By the end of this lesson, the students
determine, defend, judge, will be able to determine whether using
grade, compare, contrast, conservation of energy or conservation
argue, justify, support, of momentum would be more
convince, select, evaluate appropriate for solving a dynamics
problem.
CREATE design, formulate, build, By the end of this lesson, the students
invent, create, compose, will be able to design an original
generate, derive, modify, homework problem dealing with the
develop principle of conservation of energy.

Plans for one unit of instruction—whether a daily lesson plan or a quarterly unit
plan—may include multiple learning outcomes/objectives that span a range of levels of
learning as described by Bloom’s taxonomy and indicated by relevant, active verbs. Bear
in mind as well that your students should be able to accomplish the learning objectives
within the given time period (usually one hour for a daily subject). Look at the following
set of objectives that are part of a five-month course syllabus in Technology for Teaching
and Learning 1:

After the completion of this course, the students will be able to:
● explain ICT policies and safety issues and their roles in the teaching-learning
process;
● identify learning theories and principles applied in the design and development
of lessons through appropriate media and technologies for teaching and
learning;
● integrate media and technology in various content areas;
● formulate teaching-learning experiences and assessment tasks using
appropriate and innovative technologies; and
● demonstrate social, ethical, and legal responsibility in the use of technology and
resources.

Finally, remember that these objectives guide us teachers and our students on what we
are expected to accomplish in our class. As such, if we want to integrate technology in
our teaching, our learning objectives should reflect that. For example, for the creating
level in the example from the table above, you may write the following: “By the end of
this lesson, the students will be able to design an online or offline
simulation depicting the principle of conservation of energy.” There are
countless ways in which you an integrate technology in your teaching and learning
objectives, and this is where your TPACK comes in!