ACTS ACADEMY OF HIGHER EDUCATION, BENGALURU

PAPER PRESENTATION ON:

BENJAMIN BLOOM’S TAXONOMY OF LEARNING

COURSE: MATHER IN THEOLOGY

DEPARTMENT: MISSION

SUBJECT:
MTH003: EDUCATION FOR CRITICAL INQUIRY AND TRANSFORMATION

SUBMITTED BY:

SEBASTIN J K – MTMN/2023/1022

SUBMITTED TO:

REV. Paul Mohan Raj

SUBMITTED DTAE:

14TH NOVEMBER 2023

 TABLE OF CONTENTS

INTRODUCTION 1
1. TAXONOMY MEANS IN EDUCATION 1-2
2. CONCEPT OF BLOOM'S TAXONOMY 2
3. USES OF THE BLOOM'S TAXONOMY 2-3
4. REVISED AND ORIGINAL TAXONOMY 3-6
1. Remembering 4

2. Understanding 4

3. Applying 4

4. Analyzing 4

5. Evaluating 4

6. Creating 4

5. BLOOMS TAXONOMY ORIGINAL AND REVISED 6

6. BLOOM’S TAXONOMY: COGNITIVE DOMAIN 6

7. BLOOM'S TAXONOMY IMPORTANT 7

CONCLUSION 8

BIBLIOGRAPHY 8

WEBILIOGRAPHY 8-9
INTRODUCTION
Benjamin Bloom was an American educational psychologist and he is one of the greatest minds
and influences to the field of education. His original purpose of taxonomy was to give educators a
common curriculum design and assessment and today, His method is used by teachers all around
the world. The approach of an educator to use Bloom's taxonomy is to encourage higher-order
thought in the students by building up lower-level cognitive skills. This skill has been designed into
6 levels during the assessment process. They are
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
This model has described the cognitive processes of learning and developing mastery of a subject.
It's become a standard tool to develop educational objectives, assessments, and activities.
1. TAXONOMY MEANS IN EDUCATION
Education is very important as a tool of assessing and identifying all intellectual levels, in
which individual level for students are capable of learning. Taxonomy helps design to unearth
learners' critical thinking skills so that any learner can better understand to make decisions that will
make it a better place to live within society. Bloom's Taxonomy is a hierarchical order of cognitive
skills that helps teachers to teach and students to learn. Bloom described to educators a way to think
about their teaching processes and the subsequent learning for their students. We know that many
educators like Bloom's Taxonomy method.1
While Bloom's taxonomy is typically introduces something that has gradually grown in
further study. This framework used to create assessments and evaluate the complexity of
assignments also helps to design personalized learning. In education, critical thinking skills are
always a challenging work for any educators to teach and make to deliver effectively to learners
and the best approach is to adopt Bloom's taxonomy as the basis of learning. Bloom's taxonomy

1
Syned Irfan hyder and shelina bhamani, Bloom’s Taxonomy in higher education setting. Article on 2017, accessed on 28th
Oct.2023. (PDF) Bloom’s Taxonomy (Cognitive Domain) in Higher Education Settings: Reflection Brief. (researchgate.net)
1|Pag e
aims to reach such levels and helps the students to improve their critical thinking as they strive to
reach the top three levels of analysis, synthesis, and evaluation.2

2. CONCEPT OF BLOOM'S TAXONOMY

Bloom's taxonomy is the most commonly used to assess learning in a variety of cognitive
levels. This has described the different levels of learning outcomes that target and the teachers to
prepare, which skills and competencies to develop for learners and that can help teachers and
students in the classroom learning. This was pioneered by Benjamin Bloom in 1956, whereby the
Benjamin Bloom taxonomy aimed a wider established framework for categorizing educational
goals beyond the grade of school and the movements have performed with some confidence
and proficiency.3

3. USES OF THE BLOOM'S TAXONOMY

In simple words, Bloom's Taxonomy is a classification of straight-line order of

cognitive skills. This helps teachers and students in learning. This classification of
different objectives and skills are educators to set for their students learning objectives.
These also include strategies for learning, contextual and conditional knowledge with how
it does the interaction will process in between teacher and student.4&5 These are some of
the different classification processes in learning and teaching cognitively.

1. Formulate assessments

2. Design lessons

3. Evaluate the complexity of tasks

4. Draft curriculum outlines

5. Develop online courses

2
Robert J Marzano and John S. Kendall. The New Taxonomy of Educational objectives (Thousands Oaks: Corwin Press, 2007),
2-5.
3
Robert. J. Marzano., 5-19.
4
Lorin W Anderson and David R. Karth Wohl, A Taxonomy for Learning, Teaching, and Assessing (New York: Longman
Publishers, 2001), 93-109.
5
Benjamins S Bloom and Max D. engelhart, Taxonomy of Eductaional Objectives: The Classifications of educational Goals
(Michagan: Longmans, 1956), 20-24.
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 6. Plan project-based learning

7. Self-assessment6

4. REVISED AND ORIGINAL TAXONOMY

As many psychologists updated cognitive of taxonomy. This revised version

of original Bloom's Taxonomy was released by a group of cognitive psychologists and
instructional researchers in the year of 2001.This revision has made appear fairly minor,
however, also has significant impacts on how people are using the taxonomy. 7 This change
has divided into three categories:

1. Terminology,
2. Structure, and
3. Emphasis.
This refreshed has taken on Bloom's Taxonomy from 1956, and emphasizes
students learning outcomes through the use of refined terms. Many people recognize is the
different terminology and the revised version has also changed the names of each of the
six levels. It's also important to note that which are make change from nouns to verbs that
have describe the different levels of the taxonomy. The revised taxonomy focuses on six
levels:

Chart - 1

ORIGINAL REVISED
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

6
Lorin W Anderson., 78-79.
7
Lorin W Anderson., 25-31.
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 1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from
longterm memory.

2. Understanding: Constructing meaning from oral, written, and graphic messages

through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and
explaining.

3. Applying: Carrying out or using a procedure through executing, or

implementing.

4. Analyzing: Breaking material into constituent parts, determining how the parts
relate to one another and to an overall structure or purpose through differentiating,
organizing, and attributing.

5. Evaluating: Making judgments based on criteria and standards through checking

and critiquing.

6. Creating: Putting elements together to form a coherent or functional whole;

reorganizing elements into a new pattern or structure through generating, planning, or
producing.8

However, it is important that educators should not ignore the objectives in

this area and should be there with relevant skills in the course. As same as the original
taxonomy, the revised version also provides a valuable framework to the educators and
instructional designers to use to focus on higher-order thinking by providing a thinking of
hierarchy both the version and it can help in developing performance tasks, Designing and
Creating questions or Constructing problems assignment.9 In the Original Bloom's
Taxonomy of Educational Objectives are requires higher level thinking skills such as

1. Finding of underlying structures,

2. Separating the whole into its components,
3. Identifying motives and
4. Recognizing hidden meanings

8
Anderson, L. W., & Krathwohl, D. R. A taxonomy for learning, teaching, and assessing (New York: Longman,2001), 50-75.
9
www. Bloom’s Taxonomy of Educational Objectives. Online.com.
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 In the original version of taxonomy it's has focuses on knowledge at the
lowest level and at this level people are simply memorized, recall, list, and repeat
information. At the second level, people can able to classify, describe, discuss and explain
information. At the next level, people can able to demonstrate, interpret, and apply what
they have to learn and they are able to use the information to solve problems. 10 At the
following level, people can examine, compare, contrast, and distinguish what they have
learned with others information. Then, at the second in the highest hierarchical levels
people are able to build a structure or pattern from diverse elements, also able to put parts
together to form a whole.11 Finally, at the highest level people are able to make judgments
about the value of ideas or materials. Here are the differences between the original and the
revised taxonomies are:

1. The levels and categories of thinking in the original version of taxonomy were
nouns, while in the revised taxonomy they are verbs.

2. Revised taxonomy also remains to be in hierarchical levels of increasing

complexity and it is intended to be more flexible by allowing the categories to overlap.

3. Synthesis has changed to create placed at the highest level. Here the following
chart illustrates the level of thinking and the expectation for learner at each and every level
of the hierarchy. 12 This will helps to understand the all learner can demonstrate ability at
that level.

Chart - 2

LEVELS MEASUREMENT
REMEMBERING Is learner can recall or remember the information?
UNDERSTANDING Is learner can explain ideas or concepts?
APPLYING Is learner can use the information in a new way?

10
Forehand, M. (2007, July). Bloom’s Taxonomy. Retrieved August 6, 2007 from http://projects.coe.uga.edu/epltt/i
ndex.php?title=Bloom%27s_Taxonomy.
11
University of Central Florida. (n.d.). Assessment for optimal learning: Classroom assessment. Retrieved July 23, 2007.
http://www.fctl.ucf.edu/assessment/ selectingmethods.htm.
12
Northern Illinois University Faculty Development and Instrucitonal Design Center
http://www.niu.edu/facdev/resources/guide/assessment/formative%20and_summative_assessment.pdf
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ANALYZING Is learner can make differentiate between the various parts or
components or the whole?
EVALUATING Is learner can do justify a position or decision?
CREATING Is learner can create a new product, generate a new idea or create a
different thought process?

5.BLOOMS TAXONOMY ORIGINAL AND REVISED.13 – Chart - 3

6. BLOOM’S TAXONOMY: COGNITIVE DOMAIN14&15 - Chart - 4

13
https://thepeakperformancecenter.com/educational-learning/thinking/blooms-taxonomy/blooms-taxonomy-
revised/blooms-taxonomy-comparison/.
14
https://uwaterloo.ca/centre-for-teaching-excellence/sites/default/files/uploads/files/cognitive_domain_-
_blooms_taxonomy.pdf.
15
Anderson, L. W., 67-68.
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 7. BLOOM'S TAXONOMY IMPORTANT

Bloom's taxonomy has been actively used by an educator for over five decades. Still, it is
just as important today as early in the '50s. It was designed a framework was such as that
teachers and students can achieve more learning goals and can build an ultimate plan to
meet them. A framework for the student's Bloom's taxonomy provides a bridge to fill the
gap between their current learning and guide them, what they need to learn in order to
focus on a higher level of knowledge. Moreover, Educators also can design accurate
assessments using these tools and strategies to ensure each category is too met in turn with
the level's objectives of the course material is in line. At the end of the learning process,
Bloom's taxonomy has set the goal for learner has sharpened a new skill, level of
knowledge and able developed a different attitude towards the subject. Same time,
educators are able to use this effectively and evaluate this learning on an ongoing basis as
the course moves through each stage of the framework. 16 By preparing cognitive questions
for understanding

1. Can it write in own words?

2. How would it explain?

3. Can it write a brief outline?

4. What does it think could have happened next?

5. What was the main idea?

6. Does everyone act in the same way or that does?17

16
Adul momen, mansoureh and Ahmad Mahyuddin Hassan, Importance and Implication of theory of bloom’s taxonomy in
different fields of Education (Malaysia: University Teknogi, 2022),
https://www.researchgate.net/publication/366231507_Importance_and_Implications_of_Theory_of_Bloom%27s_Taxonomy
_in_Different_Fields_of_Education. Accessed on 8th Nov. 2023.
17
Adams. N E, Bloom’s Taxonomy of Cognitive learning objectives (MLIS, 2015), 152.
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CONCLUSION

We have discuss, argues and share many Bloom's Taxonomy perspective, it's has to uses
and implementation has taken place of teaching and learning technique and Revised
Bloom's Taxonomy discussed the three domains of learning. It's a valuable tool for
education strategies because it provides a framework for educators and cognitive
psychologists to communicate about fundamental educational concepts and process.
However, for it to be an effective and significant over a period, it should be reevaluated
and updated. Bloom's Taxonomy was designed and reinterpreted for best use. An example
was Bloom's taxonomy was updated. Today and near future it should be updated again for
better utilization of Bloom's Taxonomy.

BIBLIOGRAPHY

Anderson , Lorin W and David R. Karth Wohl. A Taxonomy for Learning, Teaching, and
Assessing, New York: Longman Publishers, 2001

Bloom, Benjamins S and Max D. Englehart, Taxonomy of Educational Objectives: The

Classifications of educational Goals, Michagan: Longmans, 1956.

L. W. Anderson, & Krathwohl, D. R. A Taxonomy for learning, teaching, and assessing

New York: Longman,2001

Marzano, Robert J and John S. Kendall. The New Taxonomy of Educational objectives,
Thousands Oaks: Corwin Press, 2007.

N E, Adams. Bloom’s Taxonomy of Cognitive learning objectives, MLIS, 2015.

WEBILIOGRAPHY

Syned Irfan hyder and shelina bhamani, Bloom’s Taxonomy in higher education setting.
Article on 2017, accessed on 28th Oct.2023. Bloom’s Taxonomy (Cognitive
Domain) in Higher Education Settings: Reflection Brief. (researchgate.net).
Accessed on 1st Nov. 2023.

8|Pag e
Adul momen, mansoureh and Ahmad Mahyuddin Hassan, Importance and Implication of t
heory of bloom’s taxonomy in different fields of Education (Malaysia: University
Teknogi,2022),https://www.researchgate.net/publication/366231507_Importance_an
d_Implications_of_Theory_of_Bloom%27s_Taxonomy_in_Different_Fields_of_Ed
ucation. Accessed on 8th Nov. 2023.

https://thepeakperformancecenter.com/educational-learning/thinking/blooms
taxonomy/blooms-taxonomy-revised/blooms-taxonomy-comparison/. Accessed on
11th Nov. 2023

https://uwaterloo.ca/centre-for-teaching
excellence/sites/default/files/uploads/files/cognitive_domain_-
_blooms_taxonomy.pdf. Accessed on 11th Nov. 2023

Forehand, M. (2007, July). Bloom’s Taxonomy. Retrieved August 6, 2007 from

http://projects.coe.uga.edu/epltt/i ndex.php?title=Bloom%27s_Taxonomy. Accessed
on 11th Nov. 2023

University of Central Florida. (n.d.). Assessment for optimal learning: Classroom

assessment. Retrieved July 23, 2007. http://www.fctl.ucf.edu/assessment/
selectingmethods.htm. Accessed on 8th Nov. 2023

www. Bloom’s Taxonomy of Educational Objectives. Online.com. Accessed on 8th Nov.

2023

Northern Illinois University Faculty Development and Instrucitonal Design Center

http://www.niu.edu/facdev/resources/guide/assessment/formative%20and_summativ
e_assessment.pdf. Accessed on 10h Nov. 2023

Charts

1. Original and Revised Bloom’s Taxonomy chart – Pg. 3

2. Levels and Measurements of Bloom’s Taxonomy – Pg. 5-6
3. Analysing Original and Revised Bloom’s Taxonomy – Pg. 6
4. Bloom’s Taxonomy: Cognitive domain – Pg. 6

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