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Bloom’s Taxonomy for Targets, Objectives and Aims

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Bloom’s Taxonomy for Targets, Objectives and Aims

Lower order thinking skills (LOTS) involve memorisation and recall. Higher order thinking skills (HOTS) require comprehension and application of that knowledge. The top 3 levels A.S.E all involve critical thinking and exist in the domain of applying the knowledge and skills to new or complex contexts.

Analysis: at this point learners begin to understand the underlying structure of knowledge and are able to clearly distinguish between fact and opinion.

Synthesis: at this point learners move beyond relying on previously learned information or analysing information that is given to them. They are able to put the parts of information they have reviewed together to create a new meaning or structure.

Evaluation: at this point learners are at the top level of critical thinking. Learners now start to make judgements about the value of ideas, items and materials. Learners are able to mentally assemble all they have learned to make informed and sound evaluations of the material.

Bloom’s Taxonomy using the example of a pen...

Knowing - This would be something simple as “What is a pen? What does it look like?”. Very simple information that just needs someone to have recall memory. This is the lowest level of questioning you can have, but it is often the one we use too much in our teaching and learning or in setting objectives/aims.

Comprehending - Although a step up from the knowledge level, a question for this could be, “What are some uses for a pen? It can be used to write but are there other things as well?”

Applying - Now that you know what a pen is used for, how do you use it? With your source of knowledge about the pen, how could you apply this to whatever you need a pen to do?

Analysing - A pen is more than just one part. If you are able to take apart that pen, what is the function of each part? What is each part’s importance and role in making that pen being able to do the task it is used for?

Synthesising - This is where you take other knowledge and apply it to the knowledge that you have of the pen. For example, you may want to create a pen or some other device for writing or drawing. Alternatively, you may want to compose a piece of creative writing or create an artwork using a pen.

Evaluating - Now looking at the pen and building upon all of the knowledge you have, is the pen the best way to be doing the things that it is currently used for? You have decided that a pen is not the best way to write, but what are the arguments and reasons that you have for coming to this conclusion? You are now sharing a viewpoint with critical points to back up your ideas.

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Refer to InfoGraphic below for details of each of the key aspects of Blooms Taxonomy

LOW LEVEL THINKING SKILLS HIGH LEVEL THINKING SKILLS

Knowledge Comprehension Application Analysis Synthesis Evaluation

Recall/regurgitate facts without understanding. Exhibits previously learned material by recalling facts, terms, basic conncepts and answers.

To change or create into something new. Compiling information togehter in a different way by combining elements in a new pattern or

proposing alternative solutions.

To examine in detail. Examining and breaking iformation into parts by identifying motivesor causes; making inferences and finding evidence to support generalisations.

To use in a new situation. Solving problems by applying acquired knowledge, facts. techniques and rules in a different way.

To show understanding finding information from the text. Demonstrating basic understanding of facts and ideas.

To justify. Presenting and defending opinions by making judgements about information, validity of ideas or quality of work based on a set of criteria.

ChooseCopyDefineDuplicateFindHowIdentityLabelListListenLocateMatchMemorise

Name

Observe OmitQuoteReadRecallReciteRecogniseRecordRelateRememberRepeatReproduceRetellSelect

ShowSpellStateTellTraceWhatWhenWhereWhichWhoWhyWrite

AskCiteClassifyCompareContrastDemon-strateDiscussEstimateExplainExpress

OutlinePredictPurposeRelateRephraseReportRestateReviewShowSummarise

Translate

ExtendGeneraliseGive examplesIllustrateIndicateInferInterpretMatch

Observe

ActAdministerApplyAssociateBuildCalculateCategoriseChooseClassifyConnectConstructCorrelationDemonstrateDevelop

Dramatise

PracticeRelateRepresentSelectShowSimulateSolveSummariseTeachTransferTranslateUse

EmployExperiment withGroupIdentifyIllustrateInterpretInterview

LinkMake use ofManipulateModelOrganise

Perform

Plan

AnalyseAppraiseArrangeAssumptionBreakdownCategoriseCause and effectChooseClassifyDifferencesDiscoverDiscriminateDissectDistinctionDistinguishDivide

Establish

ExamineFindFocusFunctionGroupHighlightIn-depth disscussionInferenceInspectInvestigateIsolateListMotiveOmitOrderOrganisePoin out

PrioritiseQuestionRankReasonRelationshipsReorganiseResearchSeeSelectsSeparateSimilar toSimplifySurveyTake part inTest forTheme

Comparing

AdaptAdd toBuildChangeChooseCombineCompileComposeConstructConvertCreateDeleteDesingDevelopDeviseDiscoverDiscuss

Elaborate

EstimateExperimentExtendFormulateHappenHypothesiseImagineImproveInnvateIntegrateInventMake upMaximiseModelModifyOriginal

Originate

PlanPredictProduceProposeRaframeReviseRewriteSimplifySolveSpeculateSubstituteSupposeTabulateTestTheoriseThinkTransform

Visualise

AgreeAppraiseArgueAssessAwardBadChooseCompareConcludeConsiderConvinceCriteriaCriticiseDabateDecideDeductDefendDetermine

DisproveDisputeEffectiveEstimateEvaluateExplainGive reasonsGoodGradeHow do we know?ImportanceInferInfluenceInterpretJudgeJustify

Mark

MeasureOpinionPerceivePersuadePrioritiseProverateRecommendRule onSelectSupporttestUsefulValidateValue

Why

Key words: Key words: Key words: Key words: Key words: Key words:

DescribingFindingListingLocatingNamingRecognisingRetrieving

DefinitionFactLabelListQuizReproductionTestWorkbookWorksheet

ClassifyingComparingExemplifyingExplainingInferringInterpretingParaphrasingSummarising

CollectionExamplesExplanationLabelListOutlineQuizShow and tellSummary

Carrying outExecutingImplementingUsing

DemonstrationDiaryIllustrationsInterviewJournalPerformancePresentationSculptureSimulation

AttributingDeconstructingIntegratingOrganisingOutliningStructuring

AbstractChartChecklistDatabaseGraphMobileReportSpread sheetSurvey

Constructing DesigningDevisingInventingMakingPlanningProducing

AdvertisementFilmMedia productNew gamePaintingPlanProjectSongStory

AttributingCheckingDeconstructingIntegratingOrganisingOutliningStructuring

AbstractChartChecklistDatabaseGraphMobileReportSpread sheetSurvey

Actions: Actions: Actions: Actions: Actions: Actions:Outcomes: Outcomes: Outcomes: Outcomes: Outcomes: Outcomes:

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Can you list three...?Can you recall...?Can you select...?How did....Happen?How would you describe...?How would you explain...?How would you show...?What is...?When did...?When did....happen?Where is...?Which one...?Who was...?Who were the main...?Why did...?

Can you explain what is happening...what is meant...?How would you classify the type of...?How would you compare...? Contrast...?How would you rephrase the meaning...?How would you summarise...?What can you say about...?What facts or ideas show...?What is the main idea of...?Which is the best answer...?Which statements support...?Will you state or interpret in your own words...?

How would you use...?What examples can you find to...?How would you solve...using what you have learned...?How would you organise...to show...?How would you show your understanding of...?What approach would you us to...?How would you apply what you learned to develop...?What other way would you plan to...?What would result if...?Can you make the use of the facts to...?What elements would you choose to change...?What facts would you select to show...?What questions would you ask in an interview with...?

What are the parts or features of ...?How is...related to ...?Why do you think ...?What is the theme ...?What motive is there ...?Can you list the parts ...?What inference can you make ...?What conclusions can you draw ...?How would you classify ...?How would you categorise ...?Can you identify the difference parts ...?What evidence can you find ...?What is the relationship between ...?Can you make a distinction between ...?What is the function of ...?What ideas justify ...?

What changes would you make to solve…?How would you improve ...?What would happen if...?Can you elaborate on the reason...?Can you propose an alternative...?Can you invent...?How would you adapt...to create a different...?How could you change (modify) the plot (plan)...?What could be done to minimise (maximise)...?What way would you design...?Suppose you could... what would you do...?How would you test...?Can you formulate a theory for...?Can you predict the outcome if...?How would you estimate the results for...?What facts can you compile...?Can you construct a model that would change...?Can you think of an original way for the ...?

Do you agree with the actions/outcomes...?What is your opinion of...?How would you prove/disprove...?Can you assess the value/importance of...?Would it be better if...?Why did they (the character) choose...?What would you recommend...?How would you rate the...?What would you cite to defend the actions...?How would you evaluate ...?How could you determine...?What choice would you have made...?What would you select...?How would you prioritise...?What judgement would you make about...?Based on what you know, how would you explain...?What information would you use to support the view...?How would you justify...?What data was used to make the conclusion...?

Questions: Questions: Questions: Questions: Questions: Questions:

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Suggestions for Instructional strategies for use with each level of Blooms Taxonomy

Knowledge Comprehension Application Analysis Synthesis Evaluation

LecturesVisualsVideosAudioExamplesIllustrationsAnalogies

QuestionsDiscussionReviewTestAssessmentReportsLearner PresentationsWriting

ExercisesDemonstrationsProjectsSimulationsRole PlayMicro-teach

ProblemsExercisesCase StudiesCritical IncidentsDiscussionQuestionsTest

ProjectsProblemsCase StudiesCreative ExercisesDevelop PlansConstructSimulations

Case StudiesProjectsExercisesCritiquesSimulationsAppraisals

Knowledge Comprehension Application Analysis Synthesis Evaluation

ability to recall previously learned material

ability to grasp meaning, explain, restate ideas

ability to use learned material in new situations

ability to separate material into component parts and show relationships between parts

ability to put together the separate ideas to form a new whole, establish new relationships

ability to judge the worth of material against stated criteria

IdentifyRecogniseRecall

DemonstrateIdentifyInterpretRecognisePractice

DemonstrateInterpretPracticeRelate

CompareDevelopEvaluateIdentifyPredictRelateTest

DevelopPredict

EvaluateCompareTest

Blooms for Observations – suggestions for making the non-observable, observable

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Updated: 24/09/2020