Contents
Chapter I- Introduction.........................................................................................................................................2
1.0 Introduction.................................................................................................................................................... 2
1.1 Objectives.......................................................................................................................................................2
1.2 Methodology...................................................................................................................................................2
Chapter II- Theoretical Framework......................................................................................................................3
2.0 basic concepts.................................................................................................................................................3
2.1 Bloom’s taxonomy......................................................................................................................................... 3
2.1.1 Cognitive domain........................................................................................................................................ 3
2.1.2 Affective Domain........................................................................................................................................4
2.1.3 Psychomotor Domain..................................................................................................................................5
2.2 Bloom’s taxonomy in Classroom...................................................................................................................6
2.2.1 Bloom’s taxonomy and active learning.......................................................................................................7
2.2.2 Bloom’s taxonomy and formative assessment.............................................................................................7
2.2.3 Bloom’s taxonomy and summative assessment...........................................................................................8
2.3 The importance Bloom’s taxonomy................................................................................................................8
Chapter III- Conclusion......................................................................................................................................10
3.0 Conclusion....................................................................................................................................................10
3.1 Bibliography.................................................................................................................................................11
Chapter I- Introduction
1.0 Introduction
Teaching process is not an easy process, it requires some procedures, one of them is lesson
planning. This lesson planning requires some procedures, amid them we can point out the
definition of objectives of lesson. When creating lesson objectives or educational objectives, we
need to be aware of the level at which we are asking students to perform. Objectives for an
introductory classes may be appropriately concentrated in the lower levels, while objectives for
an upper level classes will normally be concentrated in the upper levels. However, since it is
teachers mission not just to convey information to their students but to encourage their critical
thinking and logical reasoning skills, they need to encourage higher order thinking skills from
the beginning. This is aimed talk about Bloom’s taxonomy which analyses educational
objectives.
1.1 Objectives
1.1.1 General
To comprehend Bloom’s taxonomy.
1.1.2 Specific
To define Bloom’s taxonomy;
To state and characterize the three domains of Bloom’s taxonomy;
To identify the verbs used in each domain of Bloom’s taxonomy;
To establish the use of bloom’s taxonomy in the classroom.
1.2 Methodology
To accomplish this research, it was used a bibliographical research, which bases on researching
physical material such as books and electronic sources regarding to the target topic, which is
bloom taxonomy of educational objectives.
Chapter II- Theoretical Framework
2.0 basic concepts
a) Teaching
According to Nelsen and Albertalli (2002) teaching in its broadest sense is the process
whereby a teacher guides a learner or a group of learners to a high level of knowledge or
skills.
2.1 Bloom’s taxonomy
Bloom’s taxonomy is a framework for learning, teaching and educational achievement in which
each level depends on the one below. In 1956, Benjamin Bloom headed a group of educational
psychologists who developed a classification of levels of intellectual behavior important in
learning. Bloom found that over 95 % of the test questions students encounter require them to
think only at the lowest possible level the recall of information.
2.1.1 Cognitive domain
Bloom identified six levels within the cognitive domain, from the simple recall or recognition of
facts, as the lowest level, through increasingly more complex and abstract mental levels, to the
highest order which is classified as evaluation, (Bloom B., B. Mesia, and D. Krathwohl, 1964).
Verb examples that represent intellectual activity on each level are listed below:
a) Knowledge: this kind of level has as an aim to recall and remember information and we
use the following verbs: arrange, define, duplicate, label, list, memorize, name, order,
recognize, relate, recall, repeat, reproduce state.
b) Comprehension: it has to do with the understanding of the meaning, translation,
interpolation, and interpretation of instructions and problems. State a problem in one's
own words. Establish relationships between dates, principles, generalizations or values,
and we use the following verbs: classify, describe, discuss, explain, express, identify,
indicate, locate, recognize, report, restate, review, select, translate.
c) Application: it uses a concept in a new situation or unprompted use of an abstraction.
Applies what was learned in the classroom into novel situations in the workplace.
Facilitate transfer of knowledge to new or unique situations, and we use the following
verbs: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate,
practice, schedule, sketch, solve, use, write.
d) Analysis: Separates material or concepts into component parts so that its organizational
structure may be understood. Distinguishes between facts and inferences. and we use the
following verbs: analyze, appraise, calculate, categorize, compare, contrast, criticize,
differentiate, discriminate, distinguish, examine, experiment, question, test.
e) Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form
a whole, with emphasis on creating a new meaning or structure. Originality and
creativity, and we use the following verbs: arrange, assemble, collect, compose,
construct, create, design, develop, formulate, manage, organize, plan, prepare, propose,
set up, write.
f) Evaluation: Makes judgments about the value of ideas or materials, and we use the
following verbs: appraise, argue, assess, attach, choose compare, defend estimate, judge,
predict, rate, core, select, support, value, evaluate.
2.1.2 Affective Domain
In this domain, students have feelings or emotions about the subject, and or themselves. They
should be able to place more value on something, and have a great appreciation for it, along with
different motivations and attitudes. (Bloom B., B. Mesia, and D. Krathwohl, 1964). And it has
the following levels:
a) Receiving phenomena: it has to do with awareness, willingness to hear, selected
attention, and we use the following verbs: asks, chooses, describes, follows, gives, holds,
identifies, locates, names, points to, selects, sits, erects, replies, uses.
b) Responding to phenomena: Actives participation on the part of the learners. Attends
and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
responding, willingness to respond, or satisfaction in responding (motivation), and we use
the following verbs: answers, assists, aids, complies, conforms, discusses, greets, helps,
labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.
c) Valuing: The worth or value a person attaches to a particular object, phenomenon, or
behavior. This ranges from simple acceptance to the more complex state of commitment,
and we use the following verbs: completes, demonstrates, differentiates, explains,
follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares,
studies, works.
d) Organization: Organizes values into priorities by contrasting different values, resolving
conflicts between them, and creating a unique value system. The emphasis is on
comparing, relating, and synthesizing values, and we use the following verbs: adheres,
alters, arranges, combines, compares, completes, defends, explains, formulates,
generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates,
synthesizes.
e) Internalizing values: Has a value system that controls their behavior. The behavior is
pervasive, consistent, predictable, and most importantly, characteristic of the learner, and
we use the following verbs: acts, discriminates, displays, influences, listens, modifies,
performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.
2.1.3 Psychomotor Domain
The psychomotor domain is one of the later additions to Bloom’s taxonomy, as the original team
did not believe they had sufficient knowledge in teaching such skills at the post-secondary level.
In this domain, students develop manual or physical skills. (Dave R. 1970) There are three
versions: physical movement, coordination and demonstrate psychomotor development by
properly stitching a wound. The following are the levels of this domain:
a) Imitation: Includes repeating an act that has been demonstrated or explained, and it
includes trial and error until an appropriate response is achieved, and we use the following
verbs: begin, assemble, attempt, carry out, copy, calibrate, construct, dissect, duplicate,
follow, mimic, move, practice, proceed, repeat, reproduce, respond, organize, sketch, start.
b) Manipulation: Includes repeating an act that has been demonstrated or explained, and it
includes trial and error until an appropriate response is achieved, and we use the following
verbs: (similar to imitation), acquire, assemble, complete, conduct, do, execute, improve,
maintain, make, manipulate, operate, pace, perform, produce, progress, use.
c) Precision: Response is complex and performed without hesitation, and we use the
following verbs: achieve, accomplish, advance, exceed, excel, master, reach, refine,
succeed, surpass, transcend.
d) Articulation: Skills are so well developed that the individual can modify movement
patterns to fit special requirements or to meet a problem situation, and we use the following
verbs: adapt, alter, change, excel, rearrange, reorganize, revise, surpass.
e) Naturalization: Response is automatic. One acts without thinking, and we use the
following verbs: arrange, combine, compose, construct, create, design, refine, originate,
transcend.
2.2 Bloom’s taxonomy in Classroom
Educators can use the tools of Bloom’s taxonomy to precisely focus curricula throughout the
year on specific parts of the framework, ensuring that students demonstrate the proper cognitive
abilities in each assignment and exam before moving on to the next, (Persaud, 2021).
This way, students can have clear, concise, and measurable goals to achieve. They answer
questions and complete tasks based on which objective is the focus at the time, using measurable
verbs like the ones previously noted for each level to elicit the proper types of responses. For
example, questions asking students to compare, discuss, and predict will help their basic
understanding of a project, while the use of verbs like “investigate” and “relate” suggest that
they’ve moved on to the analyzing stage.
Students can move from the lower levels to the higher Bloom’s levels of learning through course
materials, topics, lectures, assignments and in-classroom activities that are fine-tuned to help
them succeed. Following the framework of Bloom’s taxonomy, assignments and classroom
learning can be restructured to ensure that they fall in line with each level in succession, so
students have the critical tools to move towards achieving that all-important deeper level of
learning: the top of the Bloom’s taxonomy pyramid.
Educators should consider designing lesson and curriculum plans following Bloom’s Taxonomy.
This way, students can build on their learning and progress through the levels throughout the
term.
2.2.1 Bloom’s taxonomy and active learning
In modern classrooms, students aren’t always sitting passively in front of a lecturer. Mobile
devices and online course materials are the norms. It’s a testament to the versatility of Bloom’s
taxonomy that fits extremely well into lesson planning for active learning.
In the Remember stage of Bloom’s taxonomy, instead of sitting back and absorbing information,
you could ask students to challenge each other to recollect facts, or make a list at the end of the
class of the most important facts they learned that day, (Persaud, 2021). And in the Analyze
stage of Bloom’s taxonomy, you can spark class discussions by exploring problems,
comparisons, and examining how a subject might relate to students’ everyday lives.
Being explicit about expectations in class can also help guide students in the right direction a
great application of metacognition within Bloom’s taxonomy. In this way, you can help students
take responsibility for their learning.
2.2.2 Bloom’s taxonomy and formative assessment
A student’s grade isn’t directly impacted by ongoing, or formative, assessment, but it’s a way for
educators to gauge how well students are learning, and moving up the Bloom’s taxonomy
hierarchy, (Persaud, 2021). Formative assessment is not a scale that determines the success or
failure of a student; instead it’s used as a tool for teaching.
Focus on what you want students to achieve, using Bloom’s taxonomy as a guide, as opposed to
whether a specific activity will contribute toward their overall grade. Develop concrete learning
objectives for each stage, and give the students clear expectations. Identify what action a student
should be taking with your assignment, and to which level it applies. Then, match suggested
assessment techniques and questions to the lecture, and choose activities that will encourage
results.
In the Remember and Understand stage of Bloom’s taxonomy in an entry-level class, for
example, multiple-choice or true or false questions make sense.
Once you reach the top Analyze, Evaluate, and Create levels of Bloom’s taxonomy, whether it’s
in an advanced class or toward the end of the course, consider oral examinations or written
essays, (Persaud, 2021). Even if they aren’t tied to a grade, the assignments can paint a picture of
how much the students have truly learned to date so educators can tweak course materials or
their approach. This will help better prepare students to succeed when it comes time for
summative assessment. Bloom’s taxonomy can be used to test and reinforce learning as the term
progresses. Educators can course-correct and refocus on areas of learning where students are
struggling.
2.2.3 Bloom’s taxonomy and summative assessment
For assignments and exams that impact grading, Bloom’s taxonomy can also apply. Typically,
mid-term exams might cover material and learning that fits closer to the bottom of the pyramid,
in Remembering, Understanding, and Applying, (Persaud, 2021).
When you get to final exams, however, this is when it can be useful to assess learning towards
the top of the pyramid, including Analyzing, Evaluating, and Creating. Students should be able
to apply their knowledge to everyday situations beyond course material, provide informed
opinions and defend them, and consider additional questions that need to be addressed, including
providing examples. Perhaps ask them to make a booklet outlining five to ten important rules, a
mock marketing campaign, a flowchart, or a series of tips based on their learning. By the time
you get to the summative assessment, the results should indicate a deeper level of learning that
fits within the top of Bloom’s taxonomy pyramid.
Bloom’s Taxonomy allows students to apply their knowledge in creative ways. Educators can
use the later levels to design flexible assessments that let students demonstrate their learnings in
ways that make sense for them.
2.3 The importance Bloom’s taxonomy
Bloom’s taxonomy has been actively used by teachers and instructors for over five decades. Yet
it is still just as important today as it was in the 1950s.
At the heart of Bloom’s taxonomy framework is the ability to create achievable learning goals
that teachers and students understand, and build a definitive plan to meet them. Instructors are
encouraged to view learning objectives in behavioral terms, such that they can see what students
are capable of as a direct result of the instruction they have received at each level, without the
need for class-wide generalizations, (Persaud, 2021).
Using the categorization, educators can more effectively organize objectives and create lesson
plans with appropriate content and instruction to lead students up the pyramid of learning.
Educators can also design valid assessment tools and strategies to ensure each category is met in
turn, and that each part of the course material is in line with the level’s objectives, whether it’s
basic knowledge at the beginning of a course (e.g. remembering and recalling basic concepts), or
applying that knowledge towards the middle of a school year (e.g. using the learned information
in specific settings by solving problems.) For students, Bloom’s levels bridge the gap between
what they know now, and what they need to learn to attain a higher level of knowledge.
At the end of the learning process, the goal with Bloom’s taxonomy is that a student has honed a
new skill, level of knowledge, and/or developed a different attitude towards the subject. And that
teachers can effectively assess this learning on an ongoing basis, as the course moves through
each stage of the framework. Bloom’s Taxonomy is essential because it helps educators identify
achievable learning goals and develop plans to meet them. The Bloom’s Taxonomy framework
allows educators to assess learning on an ongoing basis, encouraging
Chapter III- Conclusion
3.0 Conclusion
Considering what has pointed out in this work, it can be said that Bloom’s taxonomy helps to
create achievable learning goals that teachers and students understand, and build a definite plan
to meet then. This instrument helps educators more effectively organizing objectives and create
lesson plans with appropriate content and instruction to lead student up the pyramid of learning.
But is not all domains can be applied for every subject, for example psychomotor domain cannot
take place in high education in languages field, considering that in this domain students develop
manual or physical skills, rather than affective and isolated cognitive skills, in this case it can be
summed up that a teacher or educator is not forced to present or include even to set this
psychomotor domain in his or her lesson plan for languages, in high education.
3.1 Bibliography
a) Bloom B., B. Mesia, and D. Krathwohl (1964). Taxonomy of Educational Objectives
(two vols: The Affective Domain & The Cognitive Domain). New York. David McKay.
b) Dave R. (1970) Psychomotor levels. In Developing and Writing Behavioral Objectives.
Armstrong RJ, ed. Tucson, AZ : Educational Innovators Press.
c) Nelsen, A. B. Et Al. (2002). Introduction to Learning And Teaching Infants Through
Elementary Age Children. Delmar. NY.
d) Persaud, Christine. (2021). Bloom’s Taxonomy: The Ultimate Guide. pdf
