1. Aunul Islam, PhD Education Consultant
Blooms Taxonomy
Aunul Islam, PhD
Education Consultant

2. Taxonomy It’s a science and practice of classification
The word finds its roots in the Greek Language
Taxis – meaning “order”, “arrangement” and
Nomos – “law” or “science”
Taxonomy may refer to:
Science, General, Business and Economics, Education

4. Remember Recollect Recall Relive Understand Know Comprehend Deduce
Which of these cognitive skills will be used by a learner when being taught or trained?
WHICH OF THESE *COGNITIVE SKILLS WILL BE USED BY A LEARNER WHEN BEING TAUGHT OR TRAINED: *Cognitive : conscious mental activities
Percentage Importance Skill level
Remember Recollect Recall Relive
Understand Know Comprehend Deduce
Apply Contest
Analyse Study Examine Review
Evaluate Consider Plan Contemplate
Create Form Invent

5. Topics covered Blooms Taxonomy of Learning Domains
Three Domains of Learning
Blooms Revised Taxonomy

6. Introduction Bloom's Taxonomy was created in 1956
A research committee led by educational psychologist Dr Benjamin Bloom
to promote higher forms of thinking in education
analysing and evaluating concepts, processes, procedures and principles
rather than just remembering facts (rote learning)
most often used when designing educational, training, and learning processes

7. Three domains (categories) of learning
Cognitive: mental skills or knowledge - (K)
Psychomotor: Manual or physical skills - (S)
Affective: Growth in feelings or emotional areas (attitude or self) - A
Above referred to as KSA by educators, trainers and researchers

8. KSA
These categories of behaviours may be considered as goals of learning
That is, after a learning or training process/episodes a learner should have acquired new knowledge, skills and/0r attitude
Bloom and his committee made extensive compilation of work related to Cognitive (Knowledge) and Affective (attitude) domains
BUT omitted the Psychomotor (skills) due to limitation of teaching manual skills
HOWEVER other researchers were able to create 3 models with respect to Psychomotor (manual skills )

9. Categories (Revised) within the Cognitive domain
Remember
Understand
Apply
Analyse
Evaluate
Create
THE CATEGORIES CAN BE CONSIDERED AS DEGREES OF DIFFICULTIES. THAT IS FIRST ONE MUST BE MUSTERED BEFORE THE NEXT ONE CAN BE ACHIEVED.

10. Blooms Taxonomy (1956) Comprehen-sion Knowledge Application Analysis
Evaluation
Synthesis

11. Revised Blooms’s Taxonomy
2. Understand
1. Remember
3. Apply
4. Analyse
6. Create
5. Evaluate
Revised Bloom’s Taxonomy (Krathwohl, et al. 2000)

12. What do they mean?
Remember – exhibit memory of learning material through recall
Understand – demonstrate understanding of key facts and concepts
Apply – solve problems when faced with new situations
Analyse – examine and break down to generalise and make inferences
Evaluate – judge information to present and defend opinions
Create – “put parts together to form a new / alternative whole”

13. Why is this important to understand?
These are the levels at which learning takes place.
Allows instructions to learners and teaching strategies to be categorised.
It also represents an evolution of learning maturity.

14. Revised Blooms Taxonomy
Lorin Anderson, a former student of Bloom, along with co-researcher David Krathwohl revisited the cognitive domain in the midnineties.
Some changes were made with perhaps the three most prominent ones being (Anderson, et al 2000): >> Changing the names from noun to verb in all the six categories >> Rearranging them ( as illustrated in the previous slide ) >>Creating processes and levels of knowledge matrix
This new taxonomy reflects a more active form of thinking and is perhaps more accurate

15. Cognitive processes and levels of knowledge matrix (rubric)
The below three levels added within each categories and adding another level of knowledge – metacognition (intuition)
Factual ‐ The basic elements students must know to be
acquainted with a discipline or solve problems.
Conceptual – The interrelationships among the basic elements
within a larger structure that enable them to function together.
Procedural ‐ How to do something, methods of inquiry, and
criteria for using skills, algorithms, techniques, and methods.

16. Matrix (Krathwohl and Anderson)
Knowledge
Dimension
Remember
Understand
Apply
Analyse
Evaluate
Create
Factual
Conceptual
Procedural
*Meta-
cognitive

17. Further matrix (Clark et al 2004;Clark et al 2007)
Knowledge
Dimension
Remember
Understand
Apply
Analyse
Evaluate
Create
Facts
List
Para-
phrase
classify
outline
rank
categorise
Concepts
recall
explain
show
contrast
criticise
modify
Processes
estimate
produce
diagram
defend
design
Procedures
reproduce
Give an
example
relate
identify
critique
plan
Principles
state
converts
solve
differentiate
conclude
revise
Meta-
Cognitive
Proper
use
interpret
discover
infer
predict
actualise

18. References
Anderson, L.W., Krathwohl, D.R., Airasian, P.W.,Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J.,Wittrock, M.C. (2001).A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.
Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H.,Krathwohl, D.R. (1956).Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York:David McKay Co Inc.
Clark, R., Chopeta, L. (2004). Graphics for Learning :Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials . San Francisco: JosseyBass/Pfeiffer.

19. Thank you!

20. Pavitt’s Taxonomy!
Why don’t you all have a read on this!