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Bloom’s Taxonomy

Bloom's Taxonomy, developed by Benjamin Bloom and collaborators in 1956, is a framework for categorizing educational goals across three domains: cognitive, affective, and psychomotor. It aims to guide educators in developing assessments, curricula, and instructional methods by defining different levels of human cognition. The taxonomy was revised in 2001 by Lorin Anderson, who updated the categories and emphasized skills over content.

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5 views27 pages

Bloom’s Taxonomy

Bloom's Taxonomy, developed by Benjamin Bloom and collaborators in 1956, is a framework for categorizing educational goals across three domains: cognitive, affective, and psychomotor. It aims to guide educators in developing assessments, curricula, and instructional methods by defining different levels of human cognition. The taxonomy was revised in 2001 by Lorin Anderson, who updated the categories and emphasized skills over content.

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Ram gowtham
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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BLOOM’S TAXONOMY

Dr. T. Muruga Raj (MPT, PhD)


Who is Benjamin Bloom ?

A. Jewish-American educational psychologist

Contribution :

1. classification of educational objectives

2. theory of Mastery – Learning


What is TAXONOMY ?

Comes from two Greek Words :

Taxis : arrangement

Nomos : science

Science of arrangements

A set of classification principles, or structure and Domain simply


means category
BACKGROUND

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward


Hill, and David Krathwohl
Published a framework for categorizing educational goals

Taxonomy of educational objectives

This framework has been applied by generations of teachers and


college instructors in their teaching
DEFINITION

• Bloom’s taxonomy is a classification system used to define and

distinguish different levels of human cognition – i.e., thinking,

learning, and understanding


PURPOSE

• The purpose of Bloom’s Taxonomy is to help educators to inform or

guide the development of assessments (tests and other evaluations of

student learning), curriculum (units, lessons, projects, and other

learning activities) and instructional methods such as questioning

strategies.
BLLOM’S TAXONOMY

ORIGINAL TAXONOMY (1956)

By BLOOM

REVISED TAXONOMY (2001)

By LORIN ANDERSON

A farmer student of Bloom


The Original Taxonomy (1956 )

The three Domains of learning :

Cognitive : mental skills (knowledge)

Affective : growth in feelings or emotional areas (attitude or self )

Psychomotor : manual or physical skills (skills)

Instructional designers, trainers, and educators often refer to these


three categories as KSA
COGNITIVE DOMAIN

The cognitive domain involves knowledge and the development of


intellectual skills.
This includes the recall or recognition of specific facts, procedural
patterns, and concepts that serve in the development of intellectual
abilities and skills. There are six major categories of cognitive
processes, starting from the simplest to the most complex
KNOWLEDGE

“Involves the recall of specifics and universals, the recall of methods


and processes, or the recall of a pattern, structure, or settings”
Student can :

Write, list , define with his knowledge if he have.


COPREHENSION

Refers to a type of understanding or apprehension such that the


individual knows what is being communicated.
Students translate, comprehends or interprets information based on
prior learning like :
Explain ,summarize, paraphrase, describe
APPLICATION

Refers to the “ use of abstractions in particular and concrete


situations.”
Student selects, transfers and uses data and principles to complete a
problem with a minimum of direction.
How student can use, compute, solve and apply his knowledge.

Example : 100 – 15 = 85
ANALYSIS

Breakdown of a communication into its constituent elements or parts.

Students distinguishes, classifies and relates the evidence or structure


of a statement or question.
Students can analyze , categorize, compare and separate.

Example : old capital of Pakistan ? New capital ?

Why ? (Analysis )
SYNTHESIS
Involves the “ putting together of elements and parts so as to form a whole”

Student originates, integrates, and combines ideas into a product, plan or proposal
that is new to him.
He can create, design, invent and develop

He can combine different types of information to find alternative solutions.

Example : he can combine this to make sentence :

Mother – invention – is – necessary- the


EVALUATION

• Judgments about the value of material and methods for given


purposes.

• Student can judge what he learned whether it is right or wrong. If


wrong that he can start the process again.

• Student can judge , recommend, critique and justify.


The Affective Domain
• Skills in the affective domain describe the way people react emotionally and their ability to feel
other living things pain or joy. Affective objectives typically target the awareness and growth in
attitudes, emotion and feelings.
• There are five levels in the affective domain moving through the lowest-order processes to the
highest:
1. Receiving
2. Responding
3. Valuing
4. Organizing
5. characterizing
RECEIVING

The lowest level ; the student passively pays attention. Without this
level, no learning can occur. Receiving is about the students memory
and recognition as well.
Example : student saw a person helping poor….
RESPONDING

The student actively participates in the learning process, not only


attends to a stimulus; the student also reacts in some way.
Example : He saw that people appreciating the person who helped
poor…
VALUING

The student attaches a value to an abject, phenomenon, or piece of


information. The student associates a value or some values to the
knowledge they acquired.
Example : he gives value that helping poor is an appreciable work…
ORGANIZING

The student can put together different values, information and ideas,
and can accommodate them within his/her own schema: the student is
comparing relating and elaborating on what has been learned.
Example : that he organizes his learning that how he can help poor…
CHARACTARIZING

The student at this level tries to build abstract knowledge.

Example : At this stage the habit becomes the part of his character.
The Psychomotor Domain (action- based )

Skills in the psychomotor domain describe the ability to physically


manipulate a tool or instrument like a hand or a hammer. Psychomotor
objectives usually focus on change and /or development in behavior
and /or skills.
Bloom and his colleagues never created subcategories for skills in the
psychomotor domain.
Blooms Revised Taxonomy (2001)

Lorin Anderson, a former student od Bloom and David Krathwohl


revisited the cognitive domain and made some changes.
They mad these changes :

Changing the names in the six categories from noun to verb form

Creating a processes and levels of knowledge matrix.

Rearranging them.
Implications
Blooms taxonomy serves as the backbone of many teaching
philosophies, in particular , those that lean more towards skills rather than
content.
Bloom’s taxonomy can be used as teaching tool to help balance
assessment and evaluative questions in class, assignments and texts to
ensure all orders of thinking are exercised in student’s learning, including
aspects of information searching.

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