Bloom's Taxonomy
Contents
Taxonomy Level
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Taxonomy Level
Top
This guide is designed for two-way use:
- For locating the level of a performance activity within
Bloom's Taxonomy.
- To assist in writing an appropriate performance activity
within a specific level of the Taxonomy.
This Taxonomic Guide also contains:
- Paraphrased descriptions of level of Bloom.
- Sample performance statements of each level.
Knowledge
Top
I. Knowledge of:
A. Specifics
B. Ways or means of dealing with specifics
C. The universals and abstractions in a field.
You're expecting learners to:
- Remember an idea phenomenon or a fact in somewhat the same form in which he/she
learned it.
For example: You might design a performance which requires the learner to:
- write the formula for the area of a triangle
- spell the word "taxonomy"
- list the levels of Bloom's Taxonomy
- recite the poem "Auto Wreck"
Verbs:
| arrange | pick | cite | quote |
| check | recite | choose | repeat |
| find | reset | group | say |
| hold | select | identify | show |
| label | sort | list | spell |
| locate | tell | match | touch |
| name | underline | offer | write |
| omit | | | |
Comprehension
Top
I. Comprehension
A. Translation
B. Interpretation
C. Extrapolation
You're expecting learners to:
- (Comprehension) communicate an idea or thing in
a new or different form.
- (Interpretation) see relationship among things. It may also
mean qualifying ideas in relation to one's own experiences.
- (Extrapolation) project the effects of things.
For example:
You might design a performance which requires the learner to:
- (Comprehension) reword the Pledge of Allegiance
- (Interpretation) explain the meaning of FDR's "Four
Freedoms"
- (Extrapolation) offer three ways life in prison would
change if inmates were allowed to dress as they please
Verbs:
| account for | infer | advance |
moderate |
| alter | offer | annotate | outline |
| calculate | project | change | propose |
| comprehend | qualify | contemplate |
render |
| contrive | restate | construct |
retell |
| construe | reword | convert |
translate |
| define | transform | expand | scheme |
| explain | spell out | expound | submit |
| extrapolate | vary | interpret | |
Application
Top
I. Described by Bloom as "the use of abstract forms
in particular and concrete situations. The abstractions maybe in
the form of general ideas, rules or procedures, or generalized
methods."
You're expecting learners to:
- Use what he/she knows from a variety of areas to find solutions
to problems.
- Relate or apply ideas to new or unusual situations.
For example: You might design a performance which requires the learner to:
- make use of clothes he/she wears; how can he/she stay afloat
for several hours?
- utilize a pail and mop to remove the water from a plugged
sink
Verbs:
| adopt | operate | avail | ply |
| capitalize on | profit by | consume |
put in action |
| devote | put to use | employ | relate |
| exercise | solve | exert | take up |
| exploit | try | handle | use |
| make use of | utilize | manipulate |
wield |
| mobilize |
Analysis
Top
I. Analysis of:
A.
elements
B. relationships
C. organizational principles
You're expecting learners to:
- break things down into their component parts.
- uncover the unique characteristics of a "thing".
For example: You might design a performance which requires the learner to:
- Simplify ballet to its basic moves
- inspect a house for poor workmanship
Verbs:
| assay | reason | audit | screen |
| breakdown | scrutinize | canvass | search |
| check | section | deduce | sift |
| dissect | simplify | divide | study |
| examine | survey | exert | syllogize |
| include | take apart | inspect | test
for |
| look into | uncover |
Synthesis
Top
I. Synthesis:
A. Communicating in a unique way
B. Developing a plan or prosing a set of operations
C. Developing a set of abstract relations (to hypothesize)
You're expecting learners to:
- Think creatively (divergently).
- To make or create new or original "things".
- Take things and pattern them in a new way.
For example: You might design a performance which requires the
learner to:
- develop a way to teach the concept of "adjectives"
- create a new song for the opening line of "Mary Had a
Little Lamb"
- combine elements of drama, music, and dance into a stage
presentation
Verbs:
| blend | evolve | breed | form |
| build | formulate | cause | generate |
| combine | make | compile | make up |
| compose | mature | conceive | originate |
| constitute produce | construct | reorder |
create |
| reorganize | develop | structure | effect |
| yield |
Evaluation
Top
I. Evaluation:
A. In terms of internal standards
B. In terms of external criteria
You're expecting learners to:
- Make judgments about "things" based on either external or internal conditions
or criteria.
- Make or create new or original "things".
- Take "things" and pattern them in a new way.
For example: You might design a performance which requires the learner to:
- Decide which candidate would best fill the position of
principal
- Award a contract to the best proposal
- Rank the principals of "good sportsmanship" in order of
importance to you
Verbs:
| accept | determine | adjuge | grade |
| appraise | judge | aribtrate | prioritize |
| assay | rank | assess | rate |
| award | referee | censure | reject |
| classify | rule on | critize | settle |
| decide | umpire | decree | weigh |
|