BLOOM ORIENTATION

1. Introduction to Bloom’s
Taxonomy
Marcie Wright MSHI, RHIA, CHDA, CCS
Spring 2021 In-service

2. What is Bloom’s?
•Is an instructional theory that categorizes
levels of learning.
•A tool for instructors to assist with writing
learning outcomes, curriculum planning,
content delivery as well as assessment of
learning levels.

3. Bloom’s Levels
• Each level has a list of action verbs to
identify the type of cognitive activity being
performed by the student.
• Remember is the lowest level using action
verbs- memorize, reproduce, or recognize
facts and terms.
• Each step-up builds on the one below
requiring a higher level of thinking and
more difficult learning activities.

4. Bloom’s
Taxonomy
Remember: To memorize,
reproduce, or recognize facts and
terms
Knowledge through Evaluation from: Bloom, B. & Associates (1956). Taxonomy of educational objectives. New York, NY: David McKay.
Remembering through Creating from: Anderson, L. W., & Krathwohl, D. R. (2000). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of
Educational Objectives. Boston, MA: Allyn & Bacon.
“Revised Bloom's Taxonomy.” CELT, Iowa State University Center for Excellence in Learning and Teaching, www.celt.iastate.edu/teaching/effective-teaching-
practices/revised-blooms-taxonomy/.
Understand: To describe, translate
or restate in one’s own words
Apply: To utilize, apply or make
useful
Analyze: To identify and examine
components, compare and/or
contrast properties, identify
assumptions, or deduce implications
Evaluate: To make a judgement,
determine validity of a claim, or
select and defend a position
Create: To make connections,
identify new relationships, or design
something new (new to students)

5. How to Use Blooms
1. Use Bloom’s action verbs to write learning
outcomes.
2. Use Bloom’s levels to structure course
content (curriculum mapping).
3. Use Bloom’s to assess/measure student
progress.

6. Writing learning outcomes
1. Use Bloom’s action verbs to write
learning outcomes.
Example: Student will be able to:
Apply diagnosis and procedure codes according
to current guidelines with 70% accuracy or better
- Blooms level (3)
“Level 3”

7. Structure Course Content
1. Using Bloom’s to plan: begin at a lower level
Bloom’s category. As the student develops more
skill/understanding the activities’ difficulty
(Bloom’s level) also increases.
2. Plan learning outcomes first so that course
content aligns with learning goals (so a course
does not start with the most difficult material).
3. Test Blueprinting and Curriculum Mapping are
tools that help structure course content.

8. Using Blooms to Assess
Course activities are designed to assess a student’s
knowledge/skill level. Examples of question types and
common Bloom’s level:
a. Multiple choice questions = Remember (Bloom’s 1)
b. Summarize an article = Understand (Bloom’s 2)
c. Analyze case study = Analyzing (Bloom’s 4)
d. Create a spreadsheet = Creating (Bloom’s 6)

9. Resources
• Visit the Assessment Website:
www.dacc.edu/assessment
• Preville, Philip “The Professor’s Guide to Using
Bloom’s Taxonomy.” Tophat.com. Retrieved
December 15, 2020. https://tophat.com/teaching-
resources/ebooks-and-guides/blooms-taxonomy-
guide/