Bloom’s Taxonomy
Category
Knowledge
Explanation
The basic element in Bloom's Taxonomy
concerns the acquisition of knowledge ,
i.e., the ability to recognize and recall
information. That does not mean that the
data being learned is in and of itself low
level. This includes knowledge of
principles, generalizations, theories,
structure, and methodology, as well as
knowledge of facts and ways of dealing
with facts.
Verbs
Examples
1.
Choose, Complete, Define, Describe
Identify, Indicate, List, Locate, Match
Name, Outline, Recall, Recognize
Select, State
2.
3.
4.
1.
Comprehension
Includes the ability to translate, explain, or
interpret knowledge. At this stage, students
are taking information conveyed to them
by an authoritative figure, books, etc., and
using that information in some tangible
way.
Change, Classify, Convert, Defend
Describe, Estimate, Expand, Explain
Generalize, Infer, Interpret,
Paraphrase, Predict, Recognize
Summarize, Translate
2.
3.
4.
1.
Application
Once learners understand information they
should be able to apply it. This usually
means applying the information, or skills,
learned to new situations. The key to
understanding this stage of Bloom’s is to
realize that something new is happening in
the action the student is taking. They are
using knowledge learned and applying to a
new or similar situation.
Apply, Compute, Demonstrate,
Develop, Discover, Modify, Operate
Participate, Perform, Plan, Predict
Relate, Show
2.
3.
4.
1.
Analysis
This includes objectives that ask learners to
use the skills of analysis. That means
taking something apart and examining how
the parts work individually and together.
Analyze, Break down, Categorize
Classify, Compare, Contrast, Debate
Deduce, Diagram, Differentiate
Discriminate, Identify, Illustrate
Infer, Outline, Relate, Separate
Subdivide
Students will recall the letters in the English
alphabet known as vowels.
Students will list the organelles found in
animal cell cytoplasm.
Students will identify the major parts of
speech in the sentence.
students will name the positions of players on
a soccer team.
From a sentence, students will recognize the
letters that are vowels.
Students will describe the organelles found in
animal cell cytoplasm.
Students will recognize the major parts of
speech in a sentence.
Students will recognize the positions of
players on a soccer team.
Students will use in a sentence a word that
contains at least two vowels.
Students will predict the organelles found a
plant cell cytoplasm.
Students will demonstrate in complete
sentences the parts of speech.
Students will relate how the positions of
players on a soccer team depend upon each
other.
From a list of words, students will
differentiate those that contain vowels from
those that do not.
2. Using a microscope, students will identify
organelles found in an animal cell cytoplasm.
3. Students will analyze a paragraph for misuse
of major part of speech.
Students will illustrate by drawing on the board
the different positions of players on a soccer team.
Synthesis
This category is, in essence, the opposite of
analysis. Instead of taking things apart, it
is about putting tings together. It includes
such skills as designing a plan, proposing a
set of operations, and deriving a series of
abstract relations.
Arrange, Categorize, Classify,
Combine, Compile, Constitute,
Create, Design, Develop, Devise,
Document, Explain, Formulate,
Generate, Modify, Organize,
Originate, Plan, Produce, Rearrange,
Reconstruct, Revise, Rewrite,
Summarize, Synthesize, Tell,
Transmit, Write
1.
2.
3.
4.
1.
Evaluation
This is the highest, and most sophisticated,
level of Bloom's Taxonomy. It especially
involves judgment, opinions. The key to
recognizing objectives of this category is
that they call for opinions and value
judgments.
Appraise, Argue, Assess, Compare,
Conclude, Consider, Contrast,
Criticize, Decide, Discriminate,
Relate, Standardize, Support, Validate
2.
3.
4.
From a list of words, students will rearrange
them into several lists according to the vowels
contained in each.
Students will devise a classification scheme
for organelles found in animal cell and plant
cell cytoplasm according to their functions.
Students will write a paragraph that correctly
uses each of the major parts of speech.
Students will illustrate on the chalkboard an
offensive plan that uses the different positions
of players on a soccer team.
Students will listen to and evaluate other
students' identifications of vowels from
sentences written on the board.
While observing living cytoplasm under the
microscope, students will justify an
interpretation that certain structures are
specific organelles of a plant or animal cell.
Students will evaluate a paragraph written by
another student for the proper use of major
parts of speech.
Students will interpret the reasons for an
opposing team's offensive use of the different
positions of players on a soccer team.
Adapted from information in Secondary School Teaching : A Guide to Methods and Resources : Planning for Competence (1999) and other books
by Richard D. Kellough, Noreen G. Kellough.