Bloom’s Taxonomy

What is Bloom’s Taxonomy ?

Bloom’s Taxonomy is a framework for categorizing educational goals, developed by Benjamin Bloom, that organizes learning objectives into a hierarchy of six cognitive levels: Knowledge/Understand, Comprehend, Apply, Analyze, Evaluate, and Create. In higher education, it serves as a guide for designing curriculum, assessments, and teaching strategies that promote deeper learning.

By engaging with foundational knowledge to more complex critical thinking and creative problem-solving, instructors can challenge students appropriately at different stages. Its benefits include fostering intellectual growth, supporting skill development, and enhancing knowledge transfer to real-world contexts. Bloom’s Taxonomy encourages active learning and equips students with the tools for lifelong learning.

The Six Domains of Bloom’s Taxonomy

The Six Areas of Bloom’s Taxonomy

How to Use Bloom’s Taxonomy

References and Resources

Knowledge/Understand

The ability to remember and recall previously learned information.

Useful Verbs	Sample Question Stems
Tell	What happened after…? How many…? Who was it that…? Can you name the…? Describe what happened at…? Who spoke to…? Can you tell why…? Find the meaning of…? What is…? Which is true or false…?
List
Describe
Relate
Locate
Name
Find

Comprehend

Demonstrate an understanding of concept(s) and able to interpret its meaning.

Useful Verbs	Sample Question Stems
compare	Can you write in your own words…? Can you write a brief outline…? What do you think could of happened next…? What do you think…? What differences exist between…? Can you provide an example of what you mean…? Can you provide a definition for…?
Describe
Explain
Interpret
Outline
Discuss

Application

Utilizing learned information in practical contexts

Useful Verbs	Sample Question Stems
Solve	Do you know another instance where…? Could this have happened in…? What factors would you change if…? Can you apply the method used to some experience of your own…? What questions would you ask of…? Can you develop a set of instructions about…? Would this information be useful if you had a …?
Show
Use
Illustrate
Construct
Complete
Classify

Analyze

Break down ideas or objects into smaller, simpler parts to examine the relationships.

Useful verbs	Sample Question Stems
Contrast	What was the underlying problem with…? What do you see as other possible outcomes? Why did … changes occur? Can you compare your idea with…? Can you explain what must have happened when…? What are some of the problems of…? Can you distinguish between…? What was the problem with…? How was this similar to…?
Categorize
Identify
Correlate
Separate
Differentiate
Compare

Evaluate

Judging the value and accuracy of information or ideas based on criteria.

Useful Verbs	Sample Question Stems
Defend	Is there a better solution to… ? Judge the value of… ? Can you defend your position about…? Do you think … is a good or a bad thing? How would you have handled…? What changes to … would you recommend? Do you believe….? How effective are…? What do you think about…?
Rate
Appraise
Assess
Critique
Justify
Argue

Create

Producing new, original work, or propose alternative solutions.

Useful Verbs	Sample Question Stems
(re)Design	Can you design a … to …? Can you see a possible solution to…? If you had access to all resources how would you deal with…? What would happen if…? How many ways can you…? Can you create new and unusual uses for…? Can you develop a proposal which would…?
Construct
Propose
Plan
Formulate
Invent
Compose

How to Use Bloom’s Taxonomy

Write Intended Learning Outcomes - Bloom’s Taxonomy is a useful tool for writing learning outcomes to help students attain higher order thinking skills. Using the taxonomy in combination with Backward Design, instructors can design courses that support student learning at multiple levels of cognition.

Design Activities and Assessments - Because alignment is key to attaining intended learning outcomes (see Backward Design), instructors should be mindful to develop classroom activities and formative and summative assessments that correspond to levels of Bloom’s Taxonomy as intended in course learning outcomes. Instructors can also apply Bloom’s Taxonomy to existing quizzes and examinations questions to assess what levels of cognition they cultivate.

Consider Other Taxonomies - Instructors can also deploy other educational taxonomies besides Bloom’s and Krathwohl’s. Other tools include Marzano’s Taxonomy, referenced below. Marzano’s Taxonomy is made up of three systems (Self-System, Metacognitive System, and Cognitive System) and the Knowledge Domain. Fink’s Taxonomy of Significant Learning, referenced below, expands Bloom’s taxonomy to include metacognition and wider human needs (Foundational Knowledge, Application, Integration, Human Dimension, Caring, and Learning How to Learn). Further taxonomies, including SOLO and other revisions to Bloom, are explored in the UCD citation below.

References and Resources

Bloom B. et al. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain.

Fink, L. Dee. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. eBook: Jossey-Bass Higher and Adult Education Series.

Krathwohl DR. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice 41(4): 212-218.

Marzano RJ and Kendall JS. (2007). The New Taxonomy of Educational Objectives. Corwin Press: Thousand Oaks, CA.

O’Neill, G. and Murphy, F. (2010). “Guide to Taxonomies of Learning(link is external).” University College, Dublin: UCD Teaching and Learning / Resources.