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Bloom et al.'s Taxonomy of the Cognitive Domain

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Beginning in 1948, a g= roup of educators undertook the task of classifying education goals and objectiv= es. The intention was to develop a classification system for three domains: the cognitive, the affective, and the psychomotor. Work on the cognitive domain= was completed in 1956 and is commonly referred to as Bloom's Taxonomy of the Cognitive Domain although the full title was Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain with the text having 4 other authors (M. En= glehart, E. Furst, W. Hill, and D K= rathwohl).

 

The major idea of the taxonomy is that what educators want students to know (and, therefore, statements of educa= tional objectives) can be arranged in a hierarchy from less to more complex. T= he taxonomy is presented below with sample verbs and a sample behavior stateme= nt for each level. In general, research over the last 40 years has confirmed t= he taxonomy as a hierarchy with the exception of the last two levels. It is uncertain at this time whether synthesis and evaluation should be reversed = (i.e., evaluation is less difficult to accomplish than synthesis) or whether synth= esis and evaluation are at the same level of difficulty but use different cognit= ive processes.

 

In any case it is clea= r that students can "know" about a topic or subject at different levels. While most teacher-made tests still test at the lower levels of the taxonom= y, research has shown that students remember more when they have learned to ha= ndle the topic at the higher levels of the taxonomy.

 

 

 

 

 

LEVEL<= /b>

DEFINI= TION

SAMPLE=
VERBS

SAMPLE=
BEHAVIORS

 <= /o:p>

KNOWLE= DGE

Studen= t recalls or
recognizes information,
ideas, and principles
in the approximate
form in which they
were learned.

Write<= br> List
Label
Name
State
Define

The st= udent will define
the 6 levels of Bloom's
taxonomy of the
cognitive domain.

 <= /o:p>

COMPRE= HENSION

Student translates,
comprehends, or
interprets information
based on prior
learning.

Explai= n
Summarize
Paraphrase
Describe
Illustrate

The st= udent will explain
the purpose of Bloom's
taxonomy of the
cognitive domain.

 <= /o:p>

APPLIC= ATION

Studen= t selects, trans-
fers, and uses data
and principles to
complete a problem
or task with a mini-
mum of direction.

Use
Compute
Solve
Demonstrate
Apply
Construct

The st= udent will
write an instructional
objective for each
level of Bloom's
taxonomy.

 <= /o:p>

ANALYS= IS

Student distinguishes,
classifies, and relates
the assumptions,
hypotheses, evidence,
or structure of a
statement or question.

Analyz= e
Categorize
Compare
Contrast
Separate

The st= udent will
compare and contrast
the cognitive and
affective domains.

 <= /o:p>

SYNTHE= SIS

Student originates,
integrates, and
combines ideas into a
product, plan or
proposal that is new
to him or her.

Create=
Design
Hypothesize
Invent
Develop

The st= udent will
design a classification
scheme for writing
educational objectives
that combines the
cognitive, affective,
and psychomotor
domains.

 <= /o:p>

EVALUA= TION

Student appraises,
assesses, or critiques
on a basis of specific
standards and criteria.

Use
Judge
Recommend
Critique
Justify

The st= udent will
judge the effective-
ness of writing
objectives using
Bloom's taxonomy.