This document provides an overview of Bloom's Taxonomy, a framework for categorizing educational objectives and increasing the complexity of questions asked to students. It was created by Benjamin Bloom in 1956 and revised by Lorin Anderson in 2001. The taxonomy includes six levels of objectives - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation - moving from basic recall to more advanced skills. It is used by teachers to develop students' critical thinking abilities and match teaching methods to students' knowledge levels.

1. PRESENTATION
Bloom’s Classifications
Department of Information Technology
Educational Measurement

2. Contents
1. Introduction
2. What Is Bloom’s Classification?
3. Why Bloom’s Classification is?
4. Where to Apply?
5. Two category levels of Bloom’s Classification.
6. What are the classifications available?
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
7. Questions and Answers

3. Introduction
Widely Known As Bloom’s Taxonomy for educators.
Created By: BENJAMIN BLOOM (in 1956)
 He is an educational psychologist.
 The classification created under the leadership of Him.ng
 The classification created by focusing on (Cognitive, affective and
psychomotor).
Revised By: LORIN ANDERSON (in 2001)
 M.A in Educational Phycology.
 Professor and Student of Benjamin Bloom.

4. What is Bloom’s Classification
It is framework for teachers to categorize educational objectives and increase the
response of their questions from students.
 It has two versions
1. The main one 2. The Revised one

5. Why Bloom’s Classification is?
It helps teachers and educators to develop students:
1. Critical thinking
2. High order cognitive abilities.
It is an easy way to find which method is suitable for a
particular students according to them levels of knowledge:
1. Finding Students Level
2. Selecting suitable Method

6. Where to apply
In Teaching Process
Debates
Prove arguments

7. Levels of Bloom’s Classification
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Low Level
Advance Level
Remember
Understand
Apply
Analyze
Evaluate
Create

8. 1. Knowledge
A level where the educators use these type of words to ask something from the
students (name, describe, arrange, order and memorize).
Here students have ability to:
1. Recall facts
2. Terms
3. Basic concepts
Example:
Name the biggest district in Sri Lanka?

9. 2. Comprehension
A level where the educators use these type of words to ask something from the
students (discuss, summarize and explain)
Here students have ability to:
1. Compare similar terms
2. Combine basic information
3. Interpret information
Example
Discuss what can be done using these things.
(Vehicle Parts)

10. 3. Application
A level where the educators use these type of words to ask something from the
students (apply, modify, choose, show and discover)
Here students have ability to:
1. Use and apply knowledge to solve problems
in new situations.
Example
When seeing a part of a bird
understand the actual bird

11. 4. Analysis
A level where the educators use these type of words to ask something from the
students (break down, calculate, model and subdivide).
Here students have ability to:
1. Breaking up an information into parts and identifying:
(Reasons, Causes and Motives)
2. Find evidence to prove their thoughts and views.
Example
Birds fly. (Information)
How Birds fly? Why can’t Human fly? (Braked Information)

12. 5. Synthesis
A level where the educators use these type of words to ask something from the
students (generate, plan and produce)
Here students have ability to:
1. Combine different types of information.
2. Form alternate solutions.
Example
If birds can fly than, what is the way of human fly.

13. 6. Evaluation
A level where the educators use these type of words to ask something from the
students (judge and critique)
Here students have ability to:
1. Defend opinion / finding based on evidence.
Example
Why we use flights to travel abroad?
Why we use ships to transport heavy weight things?