Bloom's taxonomy

In the 1950s, educational psychologist Benjamin Bloom developed a hierarchical classification of behaviour important in learning that can be depicted as a pyramid (click image on right to enlarge). The bottom of the pyramid indicates simple cognitive behaviour of recall and fact recognition. This leads up to more complex behaviour, involving increasing mental abstraction.

Bloom also classified the types of questions used by educators in assessing students by verb form. The type of action required by the verbs used in an assessment question indicate the cognitive demands being placed on students.

Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state
Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate
Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write
Analysis: analyse, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test
Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write
Evaluation: appraise, argue, assess, attach, choose compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate

When writing the objectives of a course, it is important to consider how the actions you demand of students relate to the intellectual expectations of the course year level. As students progress through a program, these expectations should increase. Assessment tasks should also reflect the level of cognitive development of your students.

Example: The objectives of the fictional Leadership in Stationery Supply course indicate varying degrees of cognitive engagement suitable for a second/third year course. It involves activity from many cognitive domains but much of this activity is allied with the higher cognitive domains of evaluation, analysis and synthesis.

This can be seen by highlighting the verbs in the learning objectives statements.
On completion of this course, a student should be able to: demonstrate an understanding of staff management techniques utilised within the Office Supply industry by applying concepts to explain examples. They will show understanding of international best practice by contrasting and evaluating different models of leadership. A student will be able to demonstrate the practical application of these concepts in group work assignments. They will be able to work with other students to identify and criticise management approaches in the field and be able to collaboratively develop alternative models of practice. A student will be able to work effectively in a team environment to solve problems of management practice.

Additional resources:

(all links below open in a new window)

Bloom, B. 1984 Taxonomy of Educational Objectives Boston: Allyn and Bacon, Boston, MA
Huitt, W. 2004 Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University - includes a list of sample behaviours associated with each level of cognition.
RMIT Bloom's taxonomy - includes a link to an extended list of verbs
University of Victoria Bloom's taxonomy

For further assistance in developing your program or courses in relation to graduate qualities, please contact the Academic Development team.

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Bloom's taxonomy

Additional resources:

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