Introduction to Bloom’s Revised Taxonomy

Who was Benjamin Bloom?

Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was an American educational psychologist who examined and then restructured the way teaching should be approached, to maximise learners’ performance. His book, The Taxonomy of Educational Objectives: The Classification of Educational Goals (1956), set out a series of learning objectives that became known as Bloom’s taxonomy. It continues to impact the way educational curricula are structured to this day. Bloom’s taxonomy divided learning into three psychological domains – cognitive (processing information), affective (attitudes and feelings) and psychomotor (physical skills). 

Within those domains, his taxonomy progressed from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS), through six levels: knowledge, comprehension, application, analysis, synthesis and then evaluation. Essentially, Bloom’s model evolved education from being a case of learners just memorising information they had been taught to first remembering it; then understanding it; then applying it (in exercises); then analysing it and, finally, being able to evaluate it at a complex level. Bloom’s taxonomy was updated by former students of his in 2001, and the updated version is now widely used in all spheres of education. I go into a deep-dive on Bloom’s taxonomy on this page, for those who want some more information. In 2008, a variation of Bloom’s was created for use specifically in the modern, digitally-enabled classroom (see Bloom’s Digital Taxonomy: A reference guide for teachers). 

 Bloom’s revised taxonomy: what is it, and how is it used?

Bloom’s taxonomy is a multi-layered model for encouraging learning by progressing through six levels of increasing complexity. The six levels are:

Cognitive levels  Explanation 
Creating Putting elements together to form a new, coherent and functional whole. 
Evaluating Making judgements based on criteria and standards by checking and critiquing.
Analysing Breaking information into constituent parts and establishing how they relate to one another.
Applying Implementing what was learnt in the Remembering and Understanding phases.
Understanding Constructing meaning by interpreting and summarising information.
Remembering Recalling information from long-term memory.

Bloom’s taxonomy encourages learners to engage with knowledge at a deeper and more interactive level, working with what they are learning in the real-world sense, rather than just passively taking information on board.

Bloom’s taxonomy as an interdependent learning process

While Bloom’s taxonomy arranges learning into six cognitive levels in order of hierarchy and complexity, it also sees each level as being interdependent on the other levels, with all levels contributing to the final, holistic learning outcome. This is why, while Bloom’s taxonomy is traditionally rendered as a pyramid or even an inverted pyramid, it is also rendered in other forms that place more emphasis on the interdependence of the levels:

Bloom's Taxonomy
Bloom’s Taxonomy

The interdependence of Bloom’s different learning levels can be articulated through logic:

  • Before we can understand a concept, we must be able to remember it.
  • Before we can apply the concept, we must be able to understand it. 
  • Before we analyse it, we must be able to apply it.
  • Before we can evaluate its impact, we must have analysed it. 
  • Before we can create something based on the concept, we must have rememberedunderstood, applied, analysed and evaluated the concept.

The non-pyramid forms for expressing Bloom’s taxonomy indicate that learning may not always progress linearly up through the six levels. Rather, learners might move back and forth between different levels depending on the learning situation, or they might spend more time in some levels of the taxonomy than in others. The human brain, by nature, tends to behave in a lateral manner rather than a set linear manner. 

The six cognitive levels of Bloom’s taxonomy 

Now let’s examine the six cognitive levels of Bloom’s taxonomy in more detail, with examples of their application in the classroom. Certain verbs are ascribed to the different levels, to clarify further the kind of thinking involved at each level.

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Bloom’s Digital Taxonomy

Get the Bloom’s Digital Taxonomy e-book from Amazon …

Bloom’s Digital Taxonomy (2008) was developed by Andrew Churches as an extension of the original Bloom’s Taxonomy and creates a hierarchy of learning activities in a digital environment. In this post I will provide a background to Bloom’s Taxonomy and its subsequent revisions, list each of the categories in the hierarchy and suggest a technology that can be used at each level to support learning.

Educational psychologist Benjamin Bloom developed a taxonomy of learning objectives in 1956, as a structure to understand the learning process. Divided into three psychological domains – cognitive (processing information), affective (attitudes and feelings) and psychomotor (physical skills) – his taxonomy progressed from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). The levels he identified were: knowledge, comprehension, application, analysis, synthesis and evaluation. Bloom’s Taxonomy followed the thinking process with the logic that you “can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them” (Churches, 2008). Forty years later Lorin Anderson and David Karathwohl, former students of Bloom’s, revisited Bloom’s Taxonomy, publishing a revised version in 2001 which reordered the sequence of categories and used verbs rather than nouns to describe each category. It is this revised version that Andrew Churches used to develop his digital taxonomy, keeping Anderson and Karathwohl’s categories of remembering, understanding, applying, analysing, evaluating and creating, but extending them into the digital environment.

Bloom's Taxonomy
Bloom’s Taxonomy

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