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What is Bloom’s Taxonomy

Chapter 59
Encyclopedia of Information Technology Curriculum Integration
Education classification system that focuses on the cognitive domain. This system includes the following levels, given in order from lowest to highest, of descriptions of desired student behavior: knowle3dge, comprehension, application, analysis, synthesis, and evaluation.
Published in Chapter:
Generative Learning Model to Teach Adult Learners Digital Imagery
Maria H.Z. Kish (Duquesne University, USA)
Copyright: © 2008 |Pages: 8
DOI: 10.4018/978-1-59904-881-9.ch059
Abstract
Adults learning about digital imagery or digital imaging software to create and manipulate images for personal and professional purposes is increasingly popular. Since 2001, the Duquesne University course, Digital Imagery for Teachers, has been taught to adults who teach or present to other adults or children. The course focuses on helping participants create and edit digital images, create and animate illustrations in movies, and implement design concepts for creating Web sites for their own students. The software packages used are Adobe Photoshop, Macromedia Flash, and Macromedia Dreamweaver.
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Chapter 1
Competition and Collaboration in Translation Education: The Motivational Impact of Translation Contests
A method of classifying educational objectives. It identifies three “domains” of learning: cognitive, affective, and psycho-motor. Each domain is divided into further sub-categories.
Published in Chapter: Competition and Collaboration in Translation Education: The Motivational Impact of Translation Contests; From: Handbook of Research on Teaching Methods in Language Translation and Interpretation
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Chapter 13
New Software for Assessing Learning Skills in Education According to Models Based on Soft Sets, Grey Numbers, and Neutrosophic Numbers
is an Educational theory mainly developed by the American researcher Benjamín Bloom and his collaborators, where concepts of skill and knowledge in learning are hierarchically classified.
Published in Chapter: New Software for Assessing Learning Skills in Education According to Models Based on Soft Sets, Grey Numbers, and Neutrosophic Numbers; From: Handbook of Research on the Applications of Neutrosophic Sets Theory and Their Extensions in Education
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Chapter 12
Designing and Evaluating Technology-Based Formative Assessments
A framework that classifies learning goals by level of knowledge, which are remember, understand, apply, analyze, evaluate, and create.
Published in Chapter: Designing and Evaluating Technology-Based Formative Assessments; From: Handbook of Research on Faculty Development for Digital Teaching and Learning
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Chapter 13
The Importance of Layered Curriculum in Learning-Teaching Process
It is used to classify the objectives that students are expected to achieve as a result of the educational process. In preparing this taxonomy, it is aimed to provide communication between subjects and class levels and to help determine the harmony between educational objectives, activities and evaluations in the programs.
Published in Chapter: The Importance of Layered Curriculum in Learning-Teaching Process; From: Paradigm Shifts in 21st Century Teaching and Learning
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Chapter 1
Active Learning Strategies for Online College Classrooms
Is a hierarchical model developed by Benjamin Bloom that consisting of six levels of cognitive complexity.
Published in Chapter: Active Learning Strategies for Online College Classrooms; From: Optimizing Higher Education Learning Through Activities and Assessments
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Chapter 13
Universities' Point of View to Introduce Mobile Devices in their Classrooms: Redefining Education using a Common Mobile Platform – The Journey through Implementation
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Chapter 4
Cooperative Discussions for Critical Thinking: Protocols for the Pre-Service Classroom
This is a framework classifying different levels of cognition, or thinking. The revised taxonomy, published in 2001, includes six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
Published in Chapter: Cooperative Discussions for Critical Thinking: Protocols for the Pre-Service Classroom; From: Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments
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Chapter 7
Planning Daily Lessons
A hierarchical system that classifies the order of learning levels from the simplest (bottoms of the triangle) to the most complex forms (top of the triangle).
Published in Chapter: Planning Daily Lessons; From: Preparing Agriculture and Agriscience Educators for the Classroom
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Chapter 2
Practice to Promise: Moving Modes of Inquiry Online
A system of evaluating teaching plans that focuses on lesson verbs to establish and enhance levels of knowledge accessed in curriculum.
Published in Chapter: Practice to Promise: Moving Modes of Inquiry Online; From: Handbook of Research on Digital-Based Assessment and Innovative Practices in Education
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Chapter 4
Developing Digital Collaboration Skills of Elementary School Pre-Service Teachers of English Using Bloom's Taxonomy
This is a framework for hierarchical ordering of cognitive skills from those requiring lower-level cognitive skills (remembering, understanding, applying) to those requiring higher-level skills (analyzing, evaluating, creating).
Published in Chapter: Developing Digital Collaboration Skills of Elementary School Pre-Service Teachers of English Using Bloom's Taxonomy; From: Innovations in Digital Instruction Through Virtual Environments
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Chapter 94
Tools and Techniques of Digital Education
Bloom’s taxonomy is the classification of the education model based on the levels of specificity and complexity.
Published in Chapter: Tools and Techniques of Digital Education; From: Encyclopedia of Data Science and Machine Learning
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Chapter 11
A Case Study on Improving Learner Engagement by Incorporating ICT Tool Usage and Active Learning Strategies in Engineering Courses
Bloom’s taxonomy is defined as the classification of three different hierarchical domain of learning objective as cognitive, affective, and sensory domains. In education sectors, the outcome-based education (OBE) framework introduced Bloom’s taxonomy in engineering education.
Published in Chapter: A Case Study on Improving Learner Engagement by Incorporating ICT Tool Usage and Active Learning Strategies in Engineering Courses; From: Methodologies and Outcomes of Engineering and Technological Pedagogy
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Chapter 8
Blended Learning for Critical Thinking Skill Training
Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities. The models were named after Benjamin Bloom, who chaired the committee of educators.
Published in Chapter: Blended Learning for Critical Thinking Skill Training; From: Emerging Techniques and Applications for Blended Learning in K-20 Classrooms
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Chapter 18
Building Relationship Through Learning Communities and Participation in Online Learning Environments: Building Interactions in Online Learning
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Chapter 1
The Use of an Online Escape Room in Psychodiagnostics: An Exploratory Project With Postgraduate Psychology Students
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Chapter 9
NreASAM: Towards an Ontology-Based Model for Authentication and Auto-Grading Online Submission of Psychomotor Assessments
Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. It consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
Published in Chapter: NreASAM: Towards an Ontology-Based Model for Authentication and Auto-Grading Online Submission of Psychomotor Assessments; From: Advanced Concepts, Methods, and Applications in Semantic Computing
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Chapter 7
A Laboratory for Creativity: How Youth Thrive With Design Thinking and STEAM Education
A hierarchal framework for educational practice along a continuum from simple to complex and concrete to abstract first developed by educational psychologist Benjamin Bloom in 1956.
Published in Chapter: A Laboratory for Creativity: How Youth Thrive With Design Thinking and STEAM Education; From: Challenges and Opportunities for Transforming From STEM to STEAM Education
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Chapter 39
Discussion Groups
Benjamin Bloom (1956) created this taxonomy for categorizing levels of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions. Since professors will characteristically ask questions within particular levels, and if you can determine the levels of questions that will appear on your exams, you will be able to study using appropriate strategies. Many teachers apply Bloom’s taxonomy to discussion groups in distance education and Bloom’s taxonomy has proved effective in facilitating discussions in distance discussion.
Published in Chapter: Discussion Groups; From: Encyclopedia of Information Technology Curriculum Integration
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Chapter 19
Reaching “Creating” in Bloom's Taxonomy: The Merging of Heutagogy and Technology in Online Learning
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Chapter 7
High-Leverage Practices for All Students
A leveled system of inquiry in which the bottom level asks the student to simply recall facts about a topic, and each progressive level asks them to build on their knowledge gained from the previous level.
Published in Chapter: High-Leverage Practices for All Students; From: Emerging Strategies for Public Education Reform
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Chapter 13
Asynchronous Learning in an English Classroom: Using Online Discussion Task to Promote Critical Thinking Skills
Bloom’s Taxonomy aims to categorize the learning process into phases ranging from remembering facts to creating new concepts based on the new knowledge gained.
Published in Chapter: Asynchronous Learning in an English Classroom: Using Online Discussion Task to Promote Critical Thinking Skills; From: Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies
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Chapter 3
Converting Traditional Learning to Online Environments
Created by Benjamin Bloom to promote higher thinking in the education field, such as analyzing and evaluating concepts, rather than just remembering facts.
Published in Chapter: Converting Traditional Learning to Online Environments; From: Faculty Roles and Changing Expectations in the New Age
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Chapter 3
Reflections of Faculty Teaching Online During the COVID-19 Pandemic
Is a three hierarchical model used to classify learning objectives into cognitive, affective, and sensory domains according to their level of complexity.
Published in Chapter: Reflections of Faculty Teaching Online During the COVID-19 Pandemic; From: Handbook of Research on Inequities in Online Education During Global Crises
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Chapter 35
“They Didn’t Teach Them Anything!”: Learning from Each Other in K-20
Is a classification system for the behaviors necessary for effective learning. The classifications, from 1956 through the 1990s, were Evaluation, Synthesis, Analysis, Application, Comprehension, and Knowledge ( Overbaugh & Schultz, 2012 ).
Published in Chapter: “They Didn’t Teach Them Anything!”: Learning from Each Other in K-20; From: Handbook of Research on Teaching and Learning in K-20 Education
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Chapter 1
Performance Mapping and Gap Analysis: A Sustainable Evidence-Based Process for Driving Real Results
A hierarchical classification of levels of intellectual behavior that represent the goals of the learning process.
Published in Chapter: Performance Mapping and Gap Analysis: A Sustainable Evidence-Based Process for Driving Real Results; From: Cases on Learning Design and Human Performance Technology
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Chapter 4
Designing Caring and Inclusive Online Classroom Environments for Non-Traditional Learners: A Case Study Exploring the Andragogical Teaching and Learning Model
Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. It was developed to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning).
Published in Chapter: Designing Caring and Inclusive Online Classroom Environments for Non-Traditional Learners: A Case Study Exploring the Andragogical Teaching and Learning Model; From: Care and Culturally Responsive Pedagogy in Online Settings
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Chapter 2
Redesigning Assessment: Transitioning From Measuring Immediate Knowledge to True Learning
A classification system used to differentiate different levels of cognition and student learning.
Published in Chapter: Redesigning Assessment: Transitioning From Measuring Immediate Knowledge to True Learning; From: New Perspectives on Using Accreditation to Improve Higher Education
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Chapter 10
Business Demands of Accounting Students
A hierarchy of skills that define and distinguish different levels of cognition.
Published in Chapter: Business Demands of Accounting Students; From: The Past, Present, and Future of Accountancy Education and Professions
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Chapter 6
Meeting Students Where They Are: Collaborating With Non-Traditional Departments on Campus
A common educational language used by instructors to organize higher-order learning objectives and assess student learning.
Published in Chapter: Meeting Students Where They Are: Collaborating With Non-Traditional Departments on Campus; From: Cases on Establishing Effective Collaborations in Academic Libraries
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Chapter 15
Normalising Queer Identities in Higher Education: Teaching Lesbian Literature in a Safe and Productive Environment
A classification of cognition which can be applied to higher education teaching. The six levels of cognition are: remembering, understanding, applying, analysing, evaluating, and creating.
Published in Chapter: Normalising Queer Identities in Higher Education: Teaching Lesbian Literature in a Safe and Productive Environment; From: Promoting Inclusive Education Through the Integration of LGBTIQ+ Issues in the Classroom
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Chapter 1
Does Bilingualism Expand the Cognitive Experience of the Students?: A Case Study in Early Childhood Education
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Chapter 21
The Impact of the COVID-19 Pandemic on E-Learning Strata Among University Students in Morocco: Assessing Mechanics of Knowledge Reception, Cognition, and Approbation
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Chapter 10
English Teaching and Andragogy in Transitioning Students from Secondary to Higher Education in China
A cognitive hierarchy of learning comprised of six levels, from lower levels to higher levels: knowledge, comprehension, application, analysis, synthesis and evaluation. The first three levels are considered lower levels and the other three levels are seen as higher levels of this taxonomy ( Bloom, 1956 ). Bloom’s 21 Century core competencies include creativity and innovation, decision making as a digital citizen, communication and collaboration, research and information fluency, problem solving, technology operations and concepts ( International Society for Technology in Education, 2007 ).
Published in Chapter: English Teaching and Andragogy in Transitioning Students from Secondary to Higher Education in China; From: Handbook of Research on Administration, Policy, and Leadership in Higher Education
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Chapter 6
From Traditional to Distance Learning: Chronicle of a Switch From Physical to Virtual – Using the Game Metaphor to Understand the Process
A classification system used to define and distinguish different levels of cognition that take place in a human mind. The taxonomy is the result of a research team project led by Benjamin Bloom in 1956. Nowadays researchers and educators generally refer to the revised edition of 2001.
Published in Chapter: From Traditional to Distance Learning: Chronicle of a Switch From Physical to Virtual – Using the Game Metaphor to Understand the Process; From: Handbook of Research on Teaching With Virtual Environments and AI
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Chapter 13
The Integrated Readiness Matrix: A New Model for Integrating Pedagogy and Technology into Higher Education Faculty Development
A classification system first developed in 1956 of six progressively hierarchical levels within the cognitive domain, from the simple recall or recognition of facts, through increasingly more complex and abstract mental levels, to the highest order of evaluation. Revised in 2001.
Published in Chapter: The Integrated Readiness Matrix: A New Model for Integrating Pedagogy and Technology into Higher Education Faculty Development; From: Encyclopedia of E-Leadership, Counseling and Training
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