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.

1. Bloom’s Taxonomy
The Legacy of Educational
Psychologist, Benjamin Bloom
By E.D.G.

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

3. Bloom’s Taxonomy
 Cognitive in scope
 Six tiers (
competencies ):
 Knowledge ( low )
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation ( high )

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 )

12. Bibliography
 Gunter, Gunter, & Shelly. (2012).
Teachers Discovering Computers
Integrating Technology in a Connected
World. Boston: CENGAGE Learning
 Epltt.coe.uga.edu ( Bloom’s Portrait )
 Chatt.hdsb.ca ( Taxonomy Pyramid )