Bloom’s Taxonomy of Educational Objectives

Bloom’s taxonomy is a hierarchical model used for classifying learning objectives by levels of complexity and specificity. Bloom’s Taxonomy was created to outline and clarify how learners acquire new knowledge and skills. Though the original intention of the taxonomy was to serve as an assessment tool, Bloom’s taxonomy is effective in helping instructors identify clear learning objectives as well as create purposeful learning activities and instructional materials.

Bloom’s taxonomy emerged from a 1948 meeting of university educators – chaired by Benjamin Bloom – who brainstormed a theoretical model of learning that identified educational objectives to aid in the creation of testing items. The committee later expanded its initial framework to three learning domains:

Cognitive: knowledge or thinking
Affective: growth in feelings or emotional areas (attitude or self)
Psychomotor: manual or physical skills

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Bloom

Bloom’s Taxonomy consists of three learning domains: cognitive, affective and psychomotor.

Cognitive Domain Heading link

Cognitive Domain

1

The cognitive domain went through numerous revisions before a finalized version was published (Bloom 1956).

The cognitive domain has been the primary focus in education and has become shorthand for Bloom’s Taxonomy as a result. The cognitive domain is made up of six levels of objectives. These levels are organized by hierarchy, moving from foundational skills to higher-order thinking skills.

In 2001 Anderson and Krathwohl revised Bloom’s levels from nouns to verbs, and this is the version of the taxonomy used today.

Remember: retrieve relevant knowledge from memory.
Understand: determine the meaning of instructional messages.
Apply: use a procedure in a given situation.
Analyze: break materials into components and determine how they work together.
Evaluate: make judgments based on criteria and standards.
Create: create a new or original work.

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Anderson and Krathwohl revised Bloom’s levels from nouns to verbs

Anderson and Krathwohl revised Bloom’s levels from nouns to verbs.

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Anderson and Krathwohl

Anderson and Krathwohl’s Two-Dimensional Taxonomy

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When revising Bloom’s Taxonomy in 2001, Anderson and Krathwohl also added the knowledge dimension to the taxonomy. The knowledge dimension consists of four dimensions, which are:

Factual knowledge (basic elements to learn or solve problems in the discipline)
Conceptual knowledge (interrelationships between basic elements within a larger context)
Procedural knowledge (methods in the discipline)
Metacognitive knowledge (awareness of how learning work in relation to one’s self)

Based on this two-dimensional taxonomy, Anderson and Krathwohl developed a matrix for combining cognitive processes and knowledge dimensions which is shown to the left.

See the “How” section of this teaching guide to learn more about using the cognitive domain to craft learning objectives, assessments, and instructional materials and learning activities for your courses as well as how to implement the cognitive domain/knowledge dimension matrix when using Bloom’s Taxonomy in the classroom.

Affective Domain Heading link

Affective Domain

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The affective domain was first published in 1964 (Krathwohl et al, 1964). The affective domain outlines skills and behaviors that correspond to attitudes and values and as the learner progresses through the levels of the affective domain, they become self-reliant and internally motivated. Learning objectives aligned to the affective domain tend to be the hardest to articulate initially and often appear difficult to assess at first glance. However, affective outcomes often represent the outcomes most closely related to deeper thinking and lifelong learning.

The affective domain contains five levels, from lowest to highest:

Receiving: Willing to listen and receive knowledge.

Responding: Actively participates and engages in knowledge transfer.

Valuing: Finds value and worth in one’s learning with motivation to continue.

Organizing: Integrates and compares values, resolves conflict between these values, and orders them according to priorities.

Characterizing: Creates a value system that controls behavior. The behavior is pervasive, consistent, predictable, and characteristic of the learner.

See the “How” section of this teaching guide to learn more about using the affective domain to craft learning objectives, assessments, and instructional materials and learning activities for your courses.

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The five levels of The affective domain

(Krathwohl et al., 1964)

Psychomotor Domain Heading link

Psychomotor Domain

1

Bloom and his colleagues did not create subcategories for skills in the psychomotor domain, but other educators did (Simpson 1966, 1972; Dave, 1970; Harrow, 1972). The psychomotor domain includes physical movement, coordination, and motor skills. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or technical execution. For the purpose of this teaching guide, we will explore Simpson’s version of the psychomotor domain, which has the following seven levels:

Perception: Use sensory cues to guide actions or movements.
Set: Demonstrates a readiness (physically, mentally, emotionally, and spiritually) to take action to perform the task or objective. (NOTE: This level of the Psychomotor domain is closely related to the “Responding to phenomena” level of the Affective domain).
Guided response: Knows steps required to complete the task or objective and learns through trial and error by practicing.
Mechanism: Performs task or objective in a somewhat confident, proficient, and habitual manner.
Complex overt response: Performs task or objective in a confident, proficient, and habitual manner. Expert level, high proficiency and performs with accuracy.
Adaptation: Performs task or objective and can modify actions to account for new or problematic situations.
Origination: Create new procedures and solutions to approach various situations.

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Simpson’s seven levels of the psychomotor domain

Simpson’s seven levels of the psychomotor domain.

See the “How” section of this teaching guide to learn more about using the psychomotor domain to craft learning objectives, assessments, and instructional materials and learning activities for your courses.

WHY? Heading link

There are several benefits to applying Bloom’s taxonomy to your teaching.

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Bloom’s Taxonomy can help instructors craft clear, actionable learning objectives. Clear, actionable learning objectives help students understand the skills and knowledge they will gain during the course.
Bloom’s Taxonomy can help instructors appropriately align instruction to the learning objectives, including the planning of learning activities and the delivery of instructional materials (Raths 2002).
Bloom’s taxonomy helps instructors create valid and reliable assessments by aligning course learning objectives to any given level of student understanding or proficiency. Crooks (1998) suggests that much of college assessment involves recalling memorized facts, which only addresses the first level of learning. However, Bloom’s Taxonomy aids instructors in creating assessments that address all six levels of the cognitive domain.

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Bloom’s Taxonomy has been shown to enhance students’ higher-order thinking skills, such as critical thinking. Bissell and Lemons (2006) used Bloom’s Taxonomy to assess critical-thinking skills in an introductory biology course. They developed a process by which they prepared questions with both content and critical-thinking skills in mind, and prepared grading rubrics that specified how to evaluate both the content and critical-thinking aspects of an answer. Using this methodology helped Bissell and Lemons clarify the course goals (for instructors and students), improve student metacognition, and expose student misconceptions about the course content.

HOW? Heading link

How can you use Bloom’s Taxonomy to craft learning objectives?

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Bloom’s Taxonomy can help you write clear learning objectives, which are a description of what the learner must be able to do upon completion of an educational activity. A well-written learning objective outlines the knowledge, skills, and/or attitude the learners will gain from the educational activity and does so in an observable and measurable way.

More specifically, Bloom’s can help you identify the level, criteria, or standards for the knowledge, skills, abilities, competencies, attitudes, or values that your students are expected to be able to demonstrate.

For the cognitive, affective, and psychomotor domains, there are action verbs that align with each level. These action verbs are invaluable in crafting effective learning objectives.

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Use the following steps to craft learning objectives using Bloom’s taxonomy:

Select the domain (cognitive, affective, or psychomotor) for the learning objective you want to design.
Determine at what complexity level you want students to demonstrate their learning.
Select an action verb that is aligned to the domain level that you want students to demonstrate.

Consult the tables below to view action verbs that align with each level of the cognitive, affective, and psychomotor domains, as well as examples for each of the levels.

Cognitive domain Heading link

Cognitive domain

This domain is focused on intellectual skills such as critical thinking, problem-solving, and creating a knowledge base. The cognitive hierarchy consists of six levels, which span from simple memorization designed to build the knowledge of learners, to creating something new based on previously-learned information.

Remember: Can students recall crucial information?

Associated Verbs	Learning Objectives
arrange	copy	define	Name the major bones of the leg.
describe	discover	duplicate	Define the term photosynthesis.
enumerate	find	identify	List the main events that led to the creation of Pakistan.
label	list	locate	Reproduce a timeline of events in the Iliad and the Odyssey.
match	memorize	name	Recite Edgar Allan Poe’s “The Raven.”
observe	omit	order	Locate the parts of a cell on a diagram.
outline	quote	recall	Underline all the adverbs in a text passage.
recite	recognize	record	Define the scientific terms in this lesson.
repeat	reproduce	retell	Recall the First Amendment.
retrieve	select	state
underline

UNDERSTAND

Understand: Can students explain ideas and concepts?

Associated Verbs	Learning Objectives
ask	associate	cite	clarify	Explain how the autonomic nervous system works in the human body.
classify	convert	demonstrate	describe	Restate the present problem in your own words.
discover	discuss	distinguish	elaborate	Describe how to bake a cake.
estimate	exemplify	explain	express	Provide examples of appropriate use of radiation therapy.
extend	familiarize	generalize	give examples	Interpret Cubism in select artworks of Picasso.
group	indicate	interpret	map	Translate the passage into English.
match	model	observe	order	Model a parabola in a real world setting.
outline	paraphrase	provide	relate
report	represent	research	restate
review	rewrite	select	show
summarize	trace	translate

Apply: Can students use information in a new way?

Associated Verbs	Learning Objectives
act	administer	apply	articulate	Calculate appropriate dosage for a child from information listed in a chart.
calculate	change	chart	choose	Determine potential outcomes in a pregnant woman with gestational diabetes.
collect	combine	complete	compute	Perform a physical exam according to established procedure.
conduct	demonstrate	determine	discover	Complete a storyboard of digital images to demonstrate a process.
document	dramatize	employ	establish	Complete a flowchart that illustrates a system.
examine	execute	graph	illustrate	Perform the scene in the play.
interview	manipulate	measure	modify	Practice processing an online order.
operate	organize	paint	perform	Use a jigsaw to cut a piece of wood.
place	practice	record	relate
schedule	simulate	sketch	solve
transfer	transform	use

Analyze: Can students distinguish between different parts or elements?

Associated Verbs	Learning Objectives
advertise	appraise	break down	categorize	Diagram the mechanism leading to shortness of breath in interstitial lung disease.
classify	compare	conclude	connect	Deduce which of the patient’s symptoms can be explained by the primary diagnosis.
contrast	correlate	deduce	devise	Select lab tests which should be done based on patient symptoms, history, and physical exam.
diagram	differentiate	discriminate	dissect	Distinguish between findings which are and are not significant to the presenting problem.
distinguish	divide	estimate	examine	Analyze data to determine user patterns.
experiment	explain	extract	identify	Categorize the essential units in your organizational department.
infer	interpret	investigate	organize	Distinguish between ethical and unethical behavior.
outline	plan	point out	question	Analyze factors that support and compromise the body’s immune response.
select	separate	subdivide	survey
test

Evaluate: Can students justify a position or defend a situation?

Associated Verbs	Learning Objectives
appraise	argue	assess	Critique the most effective treatment from an array of options.
check	compare	conclude	Evaluate the reliability and validity of research claims/statistics.
consider	convince	criticize	Assess your peers’ work based on established criteria.
critique	debate	decide	Critique research proposals and provide suggestions for improvement.
defend	discriminate	distinguish	Debate the merits of a constitutional monarchy.
editorialize	evaluate	find errors	Defend your views on gentrification.
grade	justify	order	Appraise your group’s performance on a research project.
persuade	predict	prioritize	Recommend a solution to the problem of home ice dams.
rank	rate	recommend	Justify a proposal for school lunch fund allocations.
reframe	respond	score	Suggest the most useful products for carpet cleaning.
substantiate	suggest	support	Prioritize spending for local government.
value	verify	weigh	Assess the credibility of sources.
Evaluate treatments used for common immune disorders.

Create: Can students produce new knowledge, a new product, or a new point of view?

Associated Verbs	Example Learning Objectives
adapt	assemble	compile	compose	Build a 3D model of a house on a computer.
construct	create	design	develop	Design a computer lab for your program.
devise	express	facilitate	formulate	Invent a machine to do a specific task.
hypothesize	imagine	improve	integrate	Imagine a new product. and plan a marketing campaign.
intervene	invent	make	model	Create a cover image for a film.
negotiate	originate	plan	portray	Formulate a hypothesis for…
prepare	produce	propose	rearrange	Compose a musical score for a short film.
reorganize	report	revise	role-play	Devise a problem set for a math topic.
schematize	simulate	speculate	structure	Plan a system of governance for a colony on Mars.
substitute	test	validate	write

Examples of Learning Objectives in the Cognitive Domain across the disciplines Heading link

Examples of Learning Objectives in the Cognitive Domain across the disciplines

LINGUISTICS

Linguistics

By the end of the course, students will be able to:

1

evaluate core concepts related to the evolution of language.
generate theories of syntax by analyzing linguistic evidence.
produce an illustration of the phonemic inventory of a language.
define terms relevant to the field of linguistics.

2

explain linguistic concepts and how they apply to the study of language.
use analytical techniques to identify patterns and trends in linguistic data.
identify linguistic features.
evaluate linguistic theories for their relevance in real-world scenarios.

Biology

Students will be able to:

1

describe levels of organization and related functions in plants and animals.
identify the characteristics and basic needs of living organisms and ecosystems.
explain the processes of growth and development in individuals and populations.
define specific biological terms.

2

explain the role of specific biological processes in living organisms.
use statistical techniques to analyze experimental data.
identify the parts of a biological system located in a diagram.
create a model or diagram that illustrates relationships and interdependence in specific biological concepts.
evaluate evidence for a given set of hypotheses.

ENGLISH / LITERATURE

English/Literature

Students will be able to:

1

identify literary techniques and creative uses of language in literary texts.
adapt texts to particular audiences and purposes.
articulate a thesis with evidence to support it.
explain the relevance of themes found in literary texts.
explain the meaning of a literary passage and how it contributes to the overall theme of the work.

2

analyze the use of literary elements in a specific literary work.
explain plot, characters, and themes in a literary work.
place literary themes in the context of a specific time period or cultural movement.
judge the quality of a literary work and its effectiveness in conveying the intended message.

PUBLIC HEALTH

Public Health

By the end of this course, students will be able to:

1

describe basic concepts of legal, ethical, economic, and regulatory dimensions of health care and public health policy.
evaluate the impact of policies and legislation on individual and population health.
analyze current trends in public health policy.
evaluate short and long term prevention strategies to specific public health threats.

2

define public health terms.
explain the causes and effects of public health issues.
use statistical techniques to identify trends in public health data.
evaluate the effectiveness of relevant public health policies.
design a comprehensive public health program that addresses contemporary public health issues.

ENGINEERING

Engineering

Students will be able to:

1

execute classification tasks using multiple perceptrons.
explain the gradient descent-based learning principle.
analyze the role of activation functions in neural networks.
distinguish between supervised and unsupervised learning.
define key engineering principles.

2

build a prototype of a simple machine within design specifications.
review structural analysis data to suggest modifications to a structural design.
create a new design that presents a unique solution to a specific engineering problem.
evaluate the effectiveness of engineering projects based on their performance and cost.

Affective domain Heading link

Affective domain

The affective domain focuses on a student’s attitudes, values, and interests. Composed of five levels, this domain begins with receiving and listening to information, and extends to characterization, or internalizing values and consistently acting upon these values.

Receiving: Are students willing to listen and receive knowledge?

Associated Verbs	Example Learning Objectives
accept	acknowledge	Students will be able to listen to others with respect.
attend	choose	Students will be able to listen for the names of newly introduced people.
follow	give	Students will be aware of the feelings of others.
identify	listen	Students will be able to recognize that there is more than one point of view.
name	select	Students will be able to hold focus while watching a video or presentation.
Students will be able to accept differences in race and culture.

RESPONDING

Responding: Do students actively participate and engage in knowledge transfer?

Associated Verbs	Example Learning Objectives
agree to	answer	Students will participate in class discussions.
ask	assist	Students will be able to give a presentation.
clarify	communicate	Students will read assigned works.
contribute	cooperate	Students will be able to question new ideas or concepts in order to understand them.
discuss	help	Students will obey safety rules.
indicate	inquire	Students will comply with classroom community agreements.
participate	question	Students will be able to complete homework assignments.
Students will seek new information voluntarily.
Students will accept their own strengths and weaknesses.

Valuing: Do students accept and find worth in their own learning?

Associated Verbs	Example Learning Objectives
accept	approve	complete	Students will be able to demonstrate belief in the democratic process.
choose	commit	describe	Students will propose a plan for social improvement and follow through with commitment.
debate	demonstrate	explain	Students will Inform colleagues on matters that they feel strongly about.
establish	identify	initiate	Students will show self-reliance when working independently.
justify	prepare

ORGANIZING

Organizing: Do students integrate and compare values, ordering them according to priorities?

Associated Verbs	Example Learning Objectives
adapt	arrange	categorize	Students will recognize the need for balance between freedom and responsible behavior.
classify	compare	complete	Students will accepts responsibility for one’s actions and behavior.
defend	establish	formulate	Students will accept professional ethical standards.
generate	integrate	modify	Students will create a life plan in harmony with abilities, interests, and beliefs.
order	prepare	rank	Students will prioritize time effectively to meet work, family, and personal needs.
relate

CHARACTERIZING

Characterizing: Do students hold values that control the outcome of their behavior?

Associated Verbs	Example Learning Objectives
act	arrange	behave	Students will show self-reliance when working independently.
characterize	defend	display	Students will display teamwork when working in groups.
exemplify	function	incorporate	Students will use an objective approach in problem solving.
influence	justify	listen	Students will display a professional commitment to ethical practice on a daily basis.
maintain	modify	practice	Students will revise judgment and behavior in light of new evidence.
preserve	perform	propose	Students will value people for what they are, not how they look.
question	revise

Examples of Affective Learning Objectives Across the Disciplines Heading link

Examples of Affective Learning Objectives Across the Disciplines

ENGLISH

Students will be able to:

1

contribute meaningfully to class discussion by identifying their own questions about the readings.
articulate their insights about the readings.
respond respectfully to others’ comments.
express their own opinions about issues raised in controversial texts.

2

identify the values and beliefs expressed in literary works from different cultural perspectives.
consider alternative viewpoints when reading texts that challenge their own beliefs and values.
express empathy for the experiences and perspectives of others shared in course readings.

ENGINEERING

Engineering

Students will be able to:

1

work collaboratively in a group setting.
display leadership by keeping the team on task.
articulate professional ethical standards of the field.
demonstrate curiosity and persistence in finding solutions to a set of engineering problems.

2

collaborate effectively with team members.
apply engineering principles to solve specific social and environmental problems.
analyze the causes of specific engineering failures to identify opportunities for learning and improvement.
celebrate the engineering achievements of others and themselves.

Sociology

Students will be able to:

1

articulate how social identities inform beliefs, values, and attitudes in themselves and others.
respect the diverse perspectives of others.
demonstrate empathy for the experiences and perspectives of different social groups.

2

express their own opinions and values about sociological issues and consider the perspectives of others.
reflect on their own social identities and the ways in which they may be shaped by societal structures and norms.
develop a sense of social responsibility and a commitment to social change.

Psychomotor domain Heading link

Psychomotor domain

The psychomotor domain focuses on a student’s ability to physically accomplish tasks and to perform nonverbal communication and expressive activities. The psychomotor domain consists of seven levels.

PERCEPTION

Perception: Do students use their senses to guide motor activity?

Associated Verbs	Example Learning Objectives
adjust	choose	Students will be able to detect auditory cues in playing a musical instrument as a member of an ensemble.
describe	detect	Students will be able to recognize different types of food based on appearance and taste.
differentiate	distinguish	Students will be able to detect non-verbal communication cues.
estimate	identify	Students will be able to estimate where a ball will land after it is thrown and then move to the correct location to catch the ball.
Isolate	recognize	Students will be able to adjust the height of the forks on a forklift by comparing where the forks are in relation to the pallet.
relate	select

Guided Response

Guided Response: Beginner level, learns through trial and error by practicing

Associated Verbs	Assessment	Learning Activity
assembles	attempts	Evaluate accuracy with criteria on standard performance	Complete training
builds	copies	Give feedback	Experiment using new tools/instruments through trial and error
follows	imitates	Follows manual to run and program machine
reacts	reproduces	Games and hands-on activities
responds	traces	Use new tools by following demonstrations or being guided by mentor
tries

Mechanism: Intermediate level, develops proficiency and action becomes habitual

Associated Verbs	Assessment	Learning Activity
assembles	constructs	Performance test (performance indicator)	Cognitive rehearsal of physical task
dismantles	displays	Self-evaluation on progress and confidence in performing movement	Perform gross motor movements (ex. dead lift, squats etc.)
fastens	fixes	Practice instruments and use controlled movements
grinds	measures	Program and practice running machines
mends	mixes	Practice using equipment
organizes	sketches

COMPLEX OVERT RESPONSE

Complex Overt Response: Expert level, high proficiency and performs with accuracy

Associated Verbs	Assessment	Learning Activity
assembles	builds	calibrates	Clinical exams	Control and use correct movements when playing instruments
constructs	dismantles	display	Final project (ex. create project exhibition)	Final projects
fastens	fixes	grinds	Performance	Operate and run machines efficiently (ex. drill press, band saw, pump etc.)
heats	measures	mends	Perform fine movements (ex. adjust stopcock of a buret)
mixes	operates	organizes	Use equipment with confidence
performs	sketches

ADAPTATION

Adaptation: Skills strongly developed and can be modified in different situations

Associated Verbs	Assessment	Learning Activity
adapts	alters	Assess and evaluate outcomes	Control fine movement changes required for music dynamics and style
changes	modifies	Self-criteria	Field-trips
rearranges	reorganize	Strategic games
revise	varies	Revise and improve procedures of movements
Use tools for situations outside typical discipline

ORIGINATION

Origination: Create new procedures and solutions to approach various situations

Associated Verbs	Assessment	Learning activity
arranges	builds	Assess and evaluate outcomes	Creates own choreography
combines	composes	Rubric	Creates own process in executing physical tasks
constructs	creates	Self-criteria	Strategically creates own workout plans
designs	formulates
initiates	makes
modifies	originates
re-designs

final note

Adapted in part from Bloom’s Taxonomy Learning Activities and Assessments, Centre for Teaching Excellence, University of Waterloo.

How can you use Bloom’s Taxonomy in the classroom? Heading link

How can you use Bloom’s Taxonomy in the classroom?

There are many ways that Bloom’s can be applied to course planning to ensure effective instruction and student learning is occurring. Several approaches to lesson planning that build on Bloom’s Taxonomy are described below.

Expertise pathways

Expertise pathways involve using increasingly sophisticated cognitive processes to accumulate deeper understanding. This deeper understanding or expertise can be accomplished by moving through Bloom’s levels to explore a discrete learning topic or concept. The example below demonstrates expertise in the cognitive domain, focusing on a particular play script (Gershon 2013).

Remember the names and relationships of a cast of characters in a play	A multiple-choice test designed to test the memory of learners.
Explain the main ideas of a play	Write a short (1 page) paper summarizing the plot and most important events in the play.
Apply the main ideas/themes in the play to another context	Write an advice column responding to one of the characters.
Analyze the roles of each character in the play and their relationships to each other.	Write an analytical paper comparing the antagonists and protagonists of the play.
Evaluate the decisions of characters in the play, and support your evaluation with textual evidence.	Write a response to one of the events in the play, either supporting or rejecting their actions on the basis of evidence from the play as well as personal opinion and projected/actual consequences of action.
Create a new and unique piece of writing using similar plot devices.	Create a short story using similar plot devices in a new time or setting.

Differentiated instruction (all/most/some)

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Differentiated instruction is the process of tailoring lessons to meet the needs, interests, strengths, and ability levels of individual students in the classroom. Gershon (2013, 2019) builds differentiation into instruction by splitting up a lesson objective into three outcomes as follows:

All students will be able to…
Most students will be able to…
Some students will be able to…

Gershon uses different levels of Bloom’s Taxonomy to define the all/most/some outcomes.

2

All = understand
Most = apply
Some = evaluate

Alternatively, you can select a keyword from one of the top two levels of the taxonomy and then modify these to create increasingly complex learning objectives.

All = evaluate
Most = critically evaluate
Some = critically evaluate with reference to evidence, examples and reasons (pp 7)

Three-part lesson Heading link

Three-part lesson

1

Another technique Gershon suggests is to divide the taxonomy into sections. For example, he splits the levels of the cognitive domain into three sections: remember and understand, apply and analyze, and evaluate and create. Then, he divides the lesson into three segments and focuses on one of the three sections of the domains in that lesson segment.

To implement Gershon’s technique, divide your lesson into three segments. Assign “remember and understand” to the first segment, “apply and analyze” to the second segment, and “evaluate and create” to the third segment of the lesson.

Below are example activities that can be used for each section of the lesson:

Section One: Remember and Understand

Working individually, ask students to list all that they know about the topic.
Write a summary of prior knowledge related to the topic.
Read through the information they have compiled and put it into their own words
Have students share what they already know about the topic with their partner.

2

Section Two: Apply and Analyze

Use what you know about the topic to explain specific scenarios.
Ask students to interpret a situation, text or event using prior knowledge.
Challenge students to analyze new information and explain how it works.
Give students a set of sources and ask them to analyze these.

Section Three: Evaluate and Create

Challenge students to weigh the strengths and weaknesses of the information or ideas they have analyzed.
Ask students to write a report on the topic focusing on its pros and cons
Have students craft a piece of creative writing based on what they have studied.
Ask students to create a solution to a problem they have previously analyzed.

Alternatively, Crowe et al (2008) divide Bloom’s taxonomy into two sections referred to as lower order cognitive skills (LOCS) and higher order cognitive skills (HOCS) to better align assessments with learning activities in college-level Biology classes. LOCS comprise the first three cognitive levels of Bloom’s Taxonomy (remember, understand, and apply) whereas HOCS include the second three levels (analyze, evaluate, and create).

Teach with Anderson and Krathwohl’s Two Dimension Taxonomy: Cognitive Processes and Knowledge Dimensions Heading link

Teach with Anderson and Krathwohl’s Two Dimension Taxonomy: Cognitive Processes and Knowledge Dimensions

Another way to enhance the use of Bloom’s Taxonomy is by considering learning objectives simultaneously through Anderson and Krathwohl’s Two Dimensional Taxonomy: Cognitive Processes and Knowledge Dimensions Matrix. Richlin (2006) adapted this matrix for planning courses and lessons, which is shown in the table below. Examples of learning objectives that intersect the cognitive process and knowledge dimension are also detailed.

Cognitive Process	Cognitive Process	Cognitive Process	Dimension	Dimension	Dimension
Remember: Retain, recall and recognize knowledge	Understand: Translate and interpret knowledge	Apply: Use knowledge in different situations	Analyze: Break down information to look at relationships	Evaluate: Make judgements based on evidence found	Create: Compile information to generate new solutions
Factual Knowledge: basic elements to learn or solve problems in the discipline	Remember + Factual List primary and secondary colors	Understand + Factual Summarize features of a new product	Apply + Factual Respond to frequently asked questions	Analyze + Factual Select the most complete list of activities	Evaluate + Factual Check for consistency among sources	Create + Factual Generate a log of daily activities
Conceptual Knowledge: interrelationships between basic elements within a larger context	Remember + Conceptual Recognize symptoms of exhaustion	Understand + Conceptual Classify adhesives by toxicity	Apply + Conceptual Provide advice to novices	Analyze + Conceptual Differentiate high and low culture	Evaluate + Conceptual Determine relevance of results	Create + Conceptual Assemble a team of experts
Procedural Knowledge: methods in the discipline	Remember + Procedural Recall how to perform CPR	Understand + Procedural Clarify assembly instructions	Apply + Procedural Carry out pH tests of water samples	Analyze + Procedural Integrate compliance with regulations	Evaluate + Procedural Judge efficiency of sampling techniques	Create + Procedural Design efficient project workflow
Metacognitive Knowledge: awareness of how learning work in relation to one’s self	Remember + Metacognitive Identify strategies for retaining information	Understand + Metacognitive Predict one’s response to culture shock	Apply + Metacognitive Use techniques that match one's strengths	Analyze + Metacognitive Deconstruct one's biases	Evaluate + Metacognitive Reflect on one's progress	Create + Metacognitive Create a learning portfolio

Adapted from Heer, accessed January 2023.

You may find it helpful to use this Two-Dimensional course planning worksheet to help you build courses and lessons that align with Anderson and Karthwohl’s cognitive process/knowledge domain (White 2019). We recommend you use this planning worksheet in conjunction with CATE’s course mapping document,

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Stapleton-Corcoran, E. (2023). “Bloom’s Taxonomy of Educational Objectives.” Center for the Advancement of Teaching Excellence at the University of Illinois Chicago. Retrieved [today’s date] from https://teaching.uic.edu/blooms-taxonomy-of-educational-objectives/

REFERENCES Heading link

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