Bloom’s Taxonomy for Course Design

Bloom’s Taxonomy gives us a framework within which to design instruction to promote different levels of learning. It also promotes alignment between objectives, teaching/learning strategies, and assessments. A review of the six levels of the taxonomy is shown in the following table.

Category / Definition / Related Behavior (Verbs)
Knowledge / recalling or remembering something without necessarily understanding, using, or changing it / define, describe, identify, label, list, match, memorize, point to, recall, select, state
Comprehension / understanding something that has been communicated without necessarily relating it to anything else / alter, account for, annotate, calculate, change, convert, group, explain, generalize, give examples, infer, interpret, paraphrase, predict, review, summarize, translate
Application / using a general concept to solve problems in a particular situation; using learned material in new and concrete situations / apply, adopt, collect, construct, demonstrate, discover, illustrate, interview, make use of, manipulate, relate, show, solve, use
Analysis / breaking something down into its parts; may focus on identification of parts or analysis of relationships between parts, or recognition of organizational principles / analyze, compare, contrast, diagram, differentiate, dissect, distinguish, identify, illustrate, infer, outline, point out, select, separate, sort, subdivide
Synthesis / creating something new by putting parts of different ideas together to make a whole. / blend, build, change, combine, compile, compose, conceive, create, design, formulate, generate, hypothesize, plan, predict, produce, reorder, revise, tell, write
Evaluation / judging the value of material or methods as they might be applied in a particular situation; judging with the use of definite criteria / accept, appraise, assess, arbitrate, award, choose, conclude, criticize, defend, evaluate, grade, judge, prioritize, recommend, referee, reject, select, support

Objectives:

  1. You will be able to use the verbs of Bloom’s Taxonomy to state learning objectives for each level of the taxonomy.
  2. You will be able to identify teaching/learning strategies to support the objective
  3. You will be able to identify an assessment strategy to measure whether the objective has been obtained.

Assignment:

Instructions

In the exact order specified in the numbered list below, use each level of Bloom’s taxonomy to

  1. Identify the assessment strategy or product by which the student will demonstrate that learning has occurred;
  2. Identify the teaching or learning strategy that will prepare the student for the assessment;
  3. State your learning objective.

You will note that the assessment strategy is identified first, followed by the teaching/learning strategy, and then the statement of the learning objective. This is called “backwards design.” By knowing what we want as a learning outcome (proof of learning, a way to measure learning) first, we can better think about how we will prepare the learning tasks, and ultimately the outcome statement that will signal to the student what is expected.

Use the following questions to help you think through the process for each level of learning.

How do you want your students to demonstrate that learning has occurred (learning outcome)?

What teaching strategy, assignments, and activities will you employ to move the students to the desired learning outcome?

How would you state the above as a learning objective to the student? (Example: You will be able to…) (Use the verbs suggested in Bloom’s Taxonomy)

Worksheet

Level of Learning / Learning Objective / Resource / Activities to reach assessment or product / Assessment/Product
Knowledge / Model of MLA Report; guidelines for MLA style / Class discussion; identify components of MLA style / MLA Report
Comprehension / Names of journals, books, etc. / Practice writing references and citations for MLA / Quiz
Application / Identify theme or topic for reports; / Prepare outline for MLA; begin first draft / Submit outline
Analysis / Students’ drafts / Peer review of drafts / Feedback
Synthesis
Evaluation
Level / Objective / Activities
In Order / Outcome
Application / You will be able to write a report using MLA style. / Show students a model of a report written in MLA style. / Final Report
Present MLA guidelines to the class
Give a practice practice test to test see if students understand the basics of MLA style
First draft review
Second draft review