The document discusses Bloom's Taxonomy, which is a framework for categorizing levels of cognition. It was originally developed in the 1950s to provide a common language for teachers. The taxonomy categorizes cognitive, affective, and psychomotor domains of learning. The cognitive domain moves from lower order thinking skills like remembering to higher order skills like evaluation. The affective domain involves attitudes, emotions, and values. The psychomotor domain encompasses physical skills and movement. The document also notes an updated version from 2001 that reorganized the taxonomy and highlighted interactions between cognitive processes and knowledge content.

1. Bloom’s
Taxonomy
Jammu University
2 Year B.Ed.
Paper 202/3
Sem: II
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International
License.

2. Before we can understand a concept we have to
remember it
Before we can apply the concept we must
understand it
Before we analyse it we must be able to apply it
Before we can evaluate its impact we must have
analysed it
Before we can create we must have remembered,
understood, applied, analysed, and evaluated.

3. Bloom's Taxonomy
was developed to provide a common
language for teachers to discuss and exchange
learning and assessment methods
The goal of an educator using Bloom's
taxonomy is to encourage higher-order
thought in their students by building up from
lower-level cognitive skills.

4. Applications of the Taxonomy
developed to provide a framework for
organizing a continuum along an underlying
structure
primarily provides instructors with a focus for
developing their course learning objectives.
can be used to increase one's understanding of
the educational process.

5. Teachers can see and understand complex
cognitive development
Development of lower-level skills into higher-
order thinking
offers a guiding framework for breaking
criteria down into accessible chunks which
can be used to direct day-to-day lesson plans

6. can be used as a checklist to ensure that all levels
of a domain have been assessed
align assessment methods with the appropriate
lessons and methodologies
important to establish intended learning
outcomes in teacher/student interactions so that
both understand the purpose of the interactions.
Developing intended student learning outcomes
according to Bloom’s Taxonomy helps students
understand what is expected of them.

7. helps teachers to plan and deliver appropriate
instruction.
helps faculty to design and implement
appropriate assessment tasks, measures, and
instruments.
helps to ensure that instruction and
assessment are appropriately aligned with the
intended outcomes.

8. Bloom’s
Taxonomy
Cognitive Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

9. Bloom’s
Taxonomy
Affective Receiving
phenomena
Responding
to phenomena
Valuing
Organization
Internalizing
values

10. Bloom’s
Taxonomy
Psychomotor
Imitation
Manipulation
Precision
Articulation
Naturalization

11. Knowledge
Definition: Rote factual knowledge of
specific terminology, ways and means,
universal axioms and/or abstractions accepted
by the field or discipline (principles and
generalizations, theories and structures).
Behavioral Learning Outcome: Ability to
recall appropriate, learned information on
command.
Cognitive Learning Outcome: Lowest level
of learning outcomes.

12. Key Phrases for Assessment: arrange, define,
duplicate, label, list, memorize, name, order,
recognize, relate, recall, repeat, reproduce, state,
describes, enumerates, identifies, matches, reads,
records, selects, views, writes
Teaching/Learning Methods: Lecture,
Memorization, Readings, Video, Web
information,
Assessment: Q & A using limited answers,
Student recitations, Exam items of the form:
define, label, list, reproduce.

13. Comprehension
Definition: Understanding the meaning of
information and materials.
Behavioral Learning Outcome: Being able
to translate materials from one form or format
to another by explaining or summarizing and
predicting consequences or effects.
Cognitive Learning Outcome: Represents
the lowest level of understanding and
interpretation of rote factual information.

14.  Key Phrases for Assessment: classifies; cites;
converts; describes; discusses; estimates; explains;
generalizes; gives examples; makes sense out of;
paraphrases; restates (in own words); summarizes;
traces; understands. express identify indicate locate
recognize report review select translate illustrates
 Teaching/Learning Methods: Readings, Graphic
Organizers, Demonstration, Discussion
 Assessment: Q & A (oral, clickers, one-minute
papers), Questions are convergent, limited answers,
Student presentations or demonstrations within small
groups (peer reviews), Exam items of the form:
describe, explain, summarize, identify or select

15. Application
Definition: Using information and materials
to solve new problems or respond to concrete
situations that have a single or best answer.
Behavioral Learning Outcome: Applying
learned material such as rules, methods,
concepts, principles, laws, and theories.
Cognitive Learning Outcome: Learning
outcomes demonstrate a higher level of
understanding of the mechanics of employing
information to a purpose than comprehension.

16.  Key Phrases for Assessment: apply, choose, demonstrate,
dramatize, employ, illustrate, interpret, operate, practice, schedule,
sketch, solve, use, write, acts, administers, articulates, assesses,
charts, collects, computes, constructs, contributes, controls,
determines, develops, discovers, establishes, extends, implements,
includes, informs, instructs, operationalizes, participates, predicts,
prepares, preserves, produces, projects, provides, relates, reports,
shows, teaches, transfers, uses, utilizes
 Teaching/Learning Methods: Demonstrate problem-solving
(Case Studies, text problems, scenarios), Demonstrate application
of rules, laws, or theories (Case Studies, text problems, scenarios),
Demonstrate methods or procedures, Practice in multiple contexts
 Assessments: Student presentation for instructor or evaluator,
Exam items of the form: apply, use, solve, demonstrate, employ,
Problem set

17. Analysis
Definition: Decomposing materials into their
component parts so they can be examined and
understood.
Behavioral Learning Outcome: The student is
able to develop multiple conclusions concerning
the motives, causes, inferences and
generalizations that can be derived from the
material's component parts and organization.
Cognitive Learning Outcome: Learning
outcomes involve a comprehension and
understanding of the content and structure of the
material.

18.  Key Phrases for Assessment: analyze, appraise, calculate,
categorize, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test,
breaks down, categorizes, correlates, diagrams, focuses,
illustrates, infers, limits, outlines, points out, prioritizes,
recognizes, separates, subdivides
 Teaching/Learning Methods: Case Studies, Simulations
(Computer-based, mannequins, part task trainers, role plays),
Discussion, Labs, Graphic Organizers
 Assessments: Exam items of the form: analyze, compare,
distinguish, examine, test (Take home, online, or face to
face), Portfolio entries focused on analyzing case studies or
clinical experiences, Essays, Student presentations

19. Synthesis
Definition: Using new and creative
applications of prior knowledge and skills.
Behavioral Learning Outcome: The
student’s ability to produce a new or original
end product. Examples include a unique
communication, plan of operations (research
proposal), or abstract relations (information
classification scheme).
Cognitive Learning Outcome: Learning
outcomes emphasize creativity and the
creation of unique patterns or structures.

20.  Key Phrases for Assessment: arrange, assemble, collect,
compose, construct, create, design, develop, formulate, manage,
organize, plan, prepare, propose, set up, write, adapts, anticipates,
collaborates, combines, communicates, compiles, devises,
expresses, facilitates, generates, hypothesizes, incorporates,
individualizes, initiates, integrates, intervenes, invents, models,
modifies, negotiates, progresses, rearranges, reconstructs,
reinforces, reorganizes, revises, structures, substitutes, validates
 Teaching/Learning Methods: Research/Labs, Plan development,
Multiple Case Studies – Class or small group discussions
assembling relevant information to produce a hypothesis, plan to
address recurring problems, Interviews with experts
 Assessments
 Exam items of the form: develop, plan, prepare, propose,
construct, design, formulate, create, assemble, Portfolio, Design
and build a model, Create a work of art, Develop a unique plan to
serve some purpose, Student presentations

21. Evaluation
 Definition: Judging value of materials based on
personal values/opinions or definite criteria.
Concerned with evaluating material to determine if it
fulfills given purpose. Criteria may be internal
(organization; defined by student) or external (relevant
to the purpose; provided to student).
 Behavioral Learning Outcome: Student is able to
produce an end product that fulfills a given purpose
rather than being right/wrong.
 Cognitive Learning Outcome: Learning outcomes
highest because it contains all other categories and
includes value judgments based on clearly defined
criteria.

22.  Key Phrases for Assessment: appraise, argue, assess,
attach, choose, compare, defend, estimate, judge,
predict, rate, core, select, support, value, evaluate,
contrasts, concludes, criticizes, critiques, decides,
interprets, justifies, reframes
 Teaching/Learning Methods: Demonstrate process
for evaluating research reports based on criteria, Case
Studies - Small group discussions of appropriateness
of procedures, results, Debates
 Assessments
 Exam items of the form: evaluate, argue, assess,
defend, judge, predict, rate, support, Student
presentations

23. Update to Bloom's Taxonomy (2001)
Originally, Bloom's taxonomy was one-
dimensional with an exclusive focus on the
knowledge domain.
The current updated version developed by
Anderson and Krathwohl (2001) reorganizes,
and highlights the interactions between, two
dimensions: cognitive processes and knowledge
content.
Cognitive processes are presented as verbs and
the knowledge content are presented as nouns.
Exchange of the levels of Evaluation and
Synthesis (which renamed to Creation)

24.  Redefined knowledge dimension
 Factual Knowledge: Basic elements of a discipline that a student
must know and be able to work with to solve problems including
basic terminology and specific details and elements;
 Conceptual Knowledge: Interrelationships between basic factual
knowledge that demonstrate how elements work together, for
example, classifications and categories, principles and
generalizations and theories, models and structures;
 Procedural Knowledge: How something is done including the
methods of inquiry, skills, algorithms techniques and methods
needed to investigate, apply or analyze information;
 Metacognitive Knowledge: Awareness and knowledge of one's
own cognition including strategies for learning, contextual and
conditional knowledge about cognitive tasks and self-knowledge.

26. Characters of behavioural
Objectives
specify the level, criteria, or standards for the
knowledge, skills, abilities, competencies,
attitudes that students are expected to be able
to demonstrate.
conditions under which students should be
able to demonstrate
contain active verbs
measurable.
capable of being measured by more than one
assessment tool, instrument, or metric.

27. Affective Domain
 Receiving phenomena
 Awareness, willingness to hear, selected attention.
 Responding to phenomena
 Attends and reacts to a particular phenomenon. Learning outcomes may
emphasize compliance in responding, willingness to respond, or
satisfaction in responding (motivation).
 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.
 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.
 Internalizing values
 Has a value system that controls their behavior. The behavior is pervasive,
consistent, predictable, and most importantly, characteristic of the learner.


28. Psychomotor Domain
 Imitation
 Includes repeating an act that has been demonstrated or explained,
and it includes trial and error until an appropriate response is
achieved.
 Manipulation
 Includes repeating an act that has been demonstrated or explained,
and it includes trial and error until an appropriate response is
achieved.
 Precision
 Response is complex and performed without hesitation.
 Articulation
 Skills are so well developed that the individual can modify
movement patterns to fit special requirements or to meet a problem
situation.
 Naturalization
 Response is automatic. One acts "without thinking”