THE BLOOMS TAXONOMY

The revised taxonomy identifies the following new levels of cognitive learning
(arranged from lower order to higher-order levels of learning):

Remembering Retrieving, recognizing, and recalling relevant knowledge

from long-term memory
Understanding Constructing meaning from oral, written, and graphic
messages through

interpreting, exemplifying, classifying, summarizing, inferring, comparing,

and explaining

Applying Using information in new ways; carrying out or using a

procedure or process through executing or implementing

Analyzing Breaking material into constituent parts; determining how the

parts relate to one another and to an overall structure or purpose through
differentiating, organizing, and attributing

Evaluating Making judgments based on criteria and standards through

checking and critiquing; defending concepts and ideas

Creating Putting elements together to form a coherent or functional

whole; reorganizing elements into a new pattern or structure through
generating, planning, or producing

Blooms Original Taxonomy of the Cognitive Domain

Cognitive Sample Verbs to Use in Writing Intended Student Learning

Level Outcomes
Remembering Define List Name Recognize Retrieve
Duplicate Identify Recall Reproduce Tell
Understandin Calculate Conclude Expand Interpret Predict
g Categorize Contrast Explain Locate Report
Clarify Describe Identify Match Restate
Classify Discuss Illustrate Outline
Summarize
Compare Exemplify Infer Paraphrase Translate
Applying Carry out Demonstrate Illustrate Practice Use
Classify Execute Implement Solve Utilize
Analyzing Appraise Deconstruct Distinguish Integrate Select
Attribute Detect Examine Organize Sequence
Compare Differentiate Formulate Parse Structure
Contrast Discriminate Infer Relate Test
Evaluating Appraise Critique Monitor Reconstruct Dispute
Check Defend Prioritize Select Judge
Coordinate Detect Rate Support Verify
Creating Change Compose Design Hypothesize Plan
Combine Construct Formulate Improve Predict
 Compile Create Generate Invent Produce

WHY USE BLOOMS TAXONOMY?

Blooms framework provided one of the first systematic and easy-to-understand

classifications of thinking and learning. Blooms Taxonomy provides a clear and
an established tool for guiding the development of teaching and learning.

Some of the reasons for employing Blooms Taxonomy include:

Accurately measuring students abilities requires an understanding of the

different levels of

cognition that are critical for learning.

It is important to establish intended learning outcomes in

professor/student interactions so that both parties understand the
purpose of the interactions.

Developing intended student learning outcomes according to Blooms

Taxonomy helps students understand what is expected of them.

Using Blooms Taxonomy to develop intended student learning outcomes

helps professors to plan and deliver appropriate instruction.

Developing intended student learning outcomes using Blooms Taxonomy

helps faculty to design and implement appropriate assessment tasks,
measures, and instruments.

Having intended student learning outcomes based on Blooms Taxonomy

helps to ensure that instruction and assessment are appropriately aligned
with the intended outcomes.

General Structure of Intended Student Learning Outcomes

Alternative formats for intended learning outcomes statements:

1. Students will be able to + verb (desired action or performance) + object
(business or business related learning) + optional modifiers (performance
criteria/conditions or targeted learning descriptors).

2. Students will be able to + verb (desired action or performance) +

optional modifiers (performance criteria/conditions or targeted learning
descriptors) + object (business or business-related learning).

Examples

1. Students will be able to explain the principal concepts and

theories in the functional areas of business.
In example #1 above:

We begin with the suggested phrase Students will be able to...

Verb = explain
Object = the principal concepts and theories in the functional areas of
business
Modifiers = none

2. Students will be able to apply legal and ethical principles in

business to organizational decision making.
In example #2 above:
We begin with the suggested phrase Students will be able to...
Verb = apply
Object = legal and ethical principles in business
Modifier = to organizational decision making

Sequencing the lesson content

The lesson was well organized and structured (e.g., the objectives of the
lesson were clear to students, and the sequence of the lesson was
structured to build understanding and maintain a sense of purpose).

This indicator describes how deeply the teacher thought about the
structure of the lesson by considering what content and concepts
the students needed to learn and can also be demonstrated by
 examining the quality of the learning activities chosen by the
teacher.

What is lesson sequencing?

Lesson sequencing is the process of organizing several lesson plans that

will be taught consecutively. The purpose of lesson sequencing is to
create smooth transitions between lessons in order to meet the objectives
of the unit plans and to achieve optimal learning outcomes.

Why should lessons be sequenced?

Well-sequenced lesson plans benefit both the teacher and the students.
Well-organized and properly sequenced lesson plans allow for a smother
functioning classroom.

Smoother transitions: Unit planning allows the teacher to be

aware of the end goals of a learning segment. As a result, the order
in which material is presented; that is, lesson sequencing, can be
planned as well.
Facilitates scaffolding: Clear end goals and sequenced lessons
allow teachers to anticipate difficulties and problem areas.
Additional supports; such as, specific exercises and activities, can
be provided to assist students meet the challenge of more difficult
concepts.
Better organization: The job of a teacher is demanding and
requires good organization skills. A teacher who sequences lessons
will know in advance what will be covered in a particular lesson