Bloom's Taxonomy—Six Levels of the Cognitive Domain
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 percent of the test questions students encounter require them to think only at the lowest possible level...the recall of information.
Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed below.
As an Instructional Developer, this taxonomy will help you write assessment questions and excellent course and lesson objectives.
| LEVEL |
DEFINITION |
SAMPLE VERBS |
SAMPLE BEHAVIORS |
KNOWLEDGE |
Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned. |
Write List Label Name State Define Describe Choose Omit |
The student will define
the 6 levels of Bloom's taxonomy of the cognitive domain. |
COMPREHENSION |
Student translates, comprehends, or interprets information based on prior learning. |
Explain |
The student will explain
the purpose of Bloom's taxonomy of the cognitive domain. |
APPLICATION |
Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction. | Use Compute Solve Demonstrate Apply Construct Select |
The student will write an instructional objective for each level of Bloom's taxonomy. |
ANALYSIS |
Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question. |
Analyze Categorize Compare Contrast Separate Distinguish Identify |
The student will compare and contrast the cognitive and affective domains. |
SYNTHESIS |
Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her. |
Create |
The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains. |
EVALUATION |
Student appraises, assesses, or critiques on a basis of specific standards and criteria. |
Judge Recommend Critique Justify Appraise Criticize Defend |
The student will judge the effectiveness of writing objectives using Bloom's taxonomy. |
[Source: Modified from UT Learning Center, http://www.utexas.edu/student/utlc/handouts/1414.html]
Hypertext links and other references to non-USGS products, trade names, and (or) services are provided for information purposes only and do not constitute endorsement or warranty, express or implied, by the USGS, USDOI, or U.S. Government, as to their suitability, content, usefulness, functioning, completeness, or accuracy.
TJ Lane, 303-445-4677.
|
Office of Employee Development, |
Voice: |
303-445-4660 |
| Office of Employee Development, Reston National Center, MS 605 Reston, VA 20192 |
Voice: Fax: |
703-648-6515 |
|
|| U.S. Department of the Interior || U.S. Geological Survey || |
||
| || USGS Privacy Policy and Disclaimers || Accessibility || Freedom of Information Act || | ||
This page is at URL: http://training.usgs.gov/TEL/ISD/BloomsTax.html
OED Webmaster: tjlane@usgs.gov