Bloom's Taxonomy of the Cognitive Domain
Beginning in 1948, a group of educators undertook the task of classifying education goals and objectives. 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 there were 4 other authors: M. Englehart, E. Furst, W. Hill, and D. Krathwohl.
The major idea of the taxonomy is that statements of educational objectives can be arranged in a hierarchy from less to more complex. The taxonomy is presented below with sample verbs and a sample behavior statement for each level. In general, research over the last 40 years has confirmed the 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 synthesis and evaluation are at the same level of difficulty but use different cognitive processes.
In any case it is clear 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 taxonomy, research has shown that students remember more when they have learned to handle the topic at the higher levels of the taxonomy.
||Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.||
|The student will define the 6 levels of Bloom's taxonomy of the cognitive domain.|
Student translates, comprehends, or interprets information
based on prior
|The student will explain the purpose of Bloom's taxonomy of the cognitive domain.|
||Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.||
|The student will write an instructional objective for each level of Bloom's taxonomy.|
||Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question.||
|The student will compare and contrast the cognitive and affective domains.|
||Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.||
|The student will formulate a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains.|
||Student appraises, assesses, or critiques on a basis of specific standards and criteria.||
|The student will critique the effectiveness of writing objectives using Bloom's taxonomy.|