Center for Faculty Excellence
Master Teacher Program (MTP) |
The original structure of Bloom’s Taxonomy of the thinking or cognitive domain (Bloom, Engelhart, Frost, Hill, & Krathwolh, 1956):
- Lower-Level Objectives:
- Knowledge: Remembering, recognizing, repeating information, without necessarily understanding, using, or changing it.
- Comprehension: Being able to describe information; does not require relation to other information.
- Application: Using a general concept to solve a particular problem.
- Higher-Level Objectives:
- Analysis: Critical look at the parts of a whole; being able to break information down into its parts.
- Synthesis: The use of information in a new way; the ability to create something new by combining different ideas.
- Evaluation: Judgment of the value of information, or judgment of the use/application of different methods in a specific situation.
Higher level objectives require mastery of lower level objectives.
- Evaluation
- Synthesis
- Analysis
- Application
- Comprehension
- Knowledge
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The first major revision of Bloom’s Taxonomy was published in 2001 (Anderson & Krathwohl, 2001). The six basic levels have been reordered and three names were changed to reflect the cognitive processes involved. As well, the model is now two-dimensional, and includes 4 kinds of knowledge, which are acted upon by 6 kinds of cognitive processes. The new model also emphasizes action verbs to promote effective design of tests and assignments.
- The new model includes four kinds of knowledge:
- Factual knowledge
- Conceptual knowledge
- Procedural knowledge
- Metacognitive knowledge
- The new model includes six cognitive processes:
- Remembering
- Understanding
- Applying
- Analyzing
- Evaluating
- Creating
| Higher-order skills |
Create: Reorganize elements into a new pattern, structure, or purpose (Generate, plan, produce) |
| Evaluate: Come to a conclusion about something based on standards/criteria (Checking, critiquing, judging) |
| Analyze: Subdivide content into meaningful parts and relate the parts (Differentiating, organizing, attributing) |
| Apply: Use procedures to solve problems or complete tasks (Execute, implement) |
| Understand: Construct new meaning by mixing material with existing ideas (Interpret, exemplify, classify, summarize, infer, compare, explain) |
| Lower-order skills |
Remember: Retrieve pertinent facts from long-term memory (Recognize, recall) |
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