Bloom's Taxonomy outlines six levels of cognitive skills: knowledge, comprehension, application, analysis, synthesis, and evaluation. These levels progress from basic recall to more complex and abstract higher-order thinking skills. The taxonomy was created by educational psychologist Benjamin Bloom and focuses on the cognitive domain, but it can also apply to the affective and psychomotor domains. In the cognitive domain, the levels build upon each other from basic recall to more evaluative skills like assessing and debating ideas. The taxonomy provides a framework for teachers to test students' understanding at varying levels of complexity.
2. The Three Domains of Thought
Cognitive Domain
Personal intellect; what we know, how we
organize ideas and thoughts
Affective Domain
Emotions, interests, attitude, attention,
awareness
Psychomotor Domain
Motor and physical skills
4. Tier I: Knowledge
The learner can recall
basic information
Regarded as the
lowest and least
effective
Action Words:
Arrange, Recall,
Define, Match, Name,
Describe, etc.
Example Question
What is the S.I. unit
for mechanical force?
Action Word: RECALL
5. Tier II: Comprehension
The learner can
explain and predict
Regarded as rather
ineffective too
Action Words:
Summarize, Explain,
Discuss, Identify, etc.
Example Question
Identify and explain
what Newton’s Second
Law of Motion means:
F = ma
Action Words:
IDENTIFY, EXPLAIN
6. Tier III: Application
The learner can solve
problems and utilize
the information
Action Words: Apply,
Solve, Prove,
Interpret, Experiment,
etc.
Example Question:
M=100 g
A=10 m/s^2
Solve for F.
Action Words: SOLVE
7. Tier IV: Analysis
The learner can see
patterns, organize
parts, and recognize
hidden meanings.
Action Words: Analyze,
Compare, Contrast,
Examine, Test, etc.
Example Question:
Test sin(2x) =
2sin(x)cos(x). Verify
those values are
equal.
Action Words: TEST
8. Tier V: Synthesis
The learner can use
previous knowledge
to create new ones
and relate ideas from
several disciplines.
Techne ( applied
knowledge )
Action Words:
Develop, Design,
Invent, Theorize,
Create, etc.
Example Question:
Derive the Euler-
Lagrange Equation
from d’Alembert’s
principle.
Action Word: DERIVE
9. Tier VI: Evaluation
The learner can
compare and
discriminate between
ideas, judge, and
value ideas.
Highest tier, most
effective
Action Words: Assess,
Debate, Estimate,
Appraise, etc.
Example Question:
Compare and contrast
the derivation of the
Euler-Lagrange
equation from a
holonomic vs. non-
holonomic perspective.
Action Word:
COMPARE AND
CONTRAST
10. Classroom Applications
Teacher Perspective
Allows to see where
subject mastery
degenerates
Freedom and liberty of
multiple ways of
testing knowledge
Flexibility in testing
students
Student Perspective
Knowledge is tested
on multiple levels
True understanding
and mastery is tested
Build confidence
Lower levels build to
making higher levels
more manageable
11. My Personal Reflections
Equal representation of all tiers in work
The theory is compelling and makes sense
Higher order programs utilize it
AP / IB
Theoretical Work Structure:
In-class questions ( Level I, II )
Homework ( Level III, IV )
Quizzes and Exams ( Level V, VI )