Bloom's Taxonomy is a widely used framework in education that categorizes learning objectives into six distinct levels of cognitive complexity. The framework was developed by Benjamin Bloom and his colleagues in the 1950s and has since become a cornerstone of instructional design. At the heart of Bloom's Taxonomy are the verbs that describe the cognitive processes involved in learning. These verbs are the foundation upon which educators build their lesson plans, assessments, and instructional strategies. In this article, we will delve into the world of Bloom's Taxonomy verbs, exploring their meaning, application, and significance in teaching and learning.
Introduction to Bloom’s Taxonomy Verbs
The six levels of Bloom’s Taxonomy, in ascending order of complexity, are: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Each level is associated with a set of verbs that describe the cognitive processes involved in learning. These verbs are the building blocks of Bloom’s Taxonomy and provide a common language for educators to communicate their learning objectives. The verbs are: recall, describe, apply, analyze, evaluate, and create. By using these verbs, educators can craft learning objectives that are specific, measurable, achievable, relevant, and time-bound (SMART).
Level 1: Remembering
The first level of Bloom’s Taxonomy is Remembering, which involves the recall of previously learned information. The verbs associated with this level are: recall, list, define, and identify. These verbs require students to demonstrate their ability to remember and retrieve information from their long-term memory. Examples of learning objectives at this level include: “Students will be able to recall the main characters in a novel” or “Students will be able to list the key terms related to a concept.” By using these verbs, educators can assess students’ ability to remember and retain information.
| Level | Verb | Example |
|---|---|---|
| Remembering | Recall | Students will be able to recall the main characters in a novel |
| Remembering | List | Students will be able to list the key terms related to a concept |
Level 2: Understanding
The second level of Bloom’s Taxonomy is Understanding, which involves the interpretation and comprehension of information. The verbs associated with this level are: describe, explain, summarize, and interpret. These verbs require students to demonstrate their ability to understand and make sense of information. Examples of learning objectives at this level include: “Students will be able to describe the main theme of a novel” or “Students will be able to explain the concept of photosynthesis.” By using these verbs, educators can assess students’ ability to understand and interpret information.
Level 3: Applying
The third level of Bloom’s Taxonomy is Applying, which involves the use of learned information to solve problems or complete tasks. The verbs associated with this level are: apply, use, demonstrate, and illustrate. These verbs require students to demonstrate their ability to apply learned information in practical situations. Examples of learning objectives at this level include: “Students will be able to apply the concept of gravity to solve a problem” or “Students will be able to use a formula to calculate the area of a shape.” By using these verbs, educators can assess students’ ability to apply learned information in real-world contexts.
Level 4: Analyzing
The fourth level of Bloom’s Taxonomy is Analyzing, which involves the breakdown and examination of information to identify patterns, relationships, and underlying structures. The verbs associated with this level are: analyze, compare, contrast, and classify. These verbs require students to demonstrate their ability to think critically and break down complex information into its component parts. Examples of learning objectives at this level include: “Students will be able to analyze the characters’ motivations in a novel” or “Students will be able to compare and contrast different scientific theories.” By using these verbs, educators can assess students’ ability to think critically and analytically.
Level 5: Evaluating
The fifth level of Bloom’s Taxonomy is Evaluating, which involves the assessment and judgment of information to determine its value, quality, or effectiveness. The verbs associated with this level are: evaluate, assess, judge, and justify. These verbs require students to demonstrate their ability to think critically and make informed judgments about information. Examples of learning objectives at this level include: “Students will be able to evaluate the effectiveness of a scientific experiment” or “Students will be able to assess the credibility of a source.” By using these verbs, educators can assess students’ ability to think critically and make informed judgments.
Level 6: Creating
The sixth and final level of Bloom’s Taxonomy is Creating, which involves the generation of new ideas, products, or solutions. The verbs associated with this level are: create, design, develop, and compose. These verbs require students to demonstrate their ability to think creatively and generate new ideas or solutions. Examples of learning objectives at this level include: “Students will be able to create a new product design” or “Students will be able to compose a piece of music.” By using these verbs, educators can assess students’ ability to think creatively and generate new ideas.
What is the difference between the Remembering and Understanding levels of Bloom's Taxonomy?
+The Remembering level involves the recall of previously learned information, while the Understanding level involves the interpretation and comprehension of information. The Remembering level requires students to demonstrate their ability to remember and retrieve information, while the Understanding level requires students to demonstrate their ability to understand and make sense of information.
How can educators use Bloom's Taxonomy verbs to assess student learning?
+Educators can use Bloom's Taxonomy verbs to assess student learning by crafting learning objectives that are specific, measurable, achievable, relevant, and time-bound (SMART). By using the verbs associated with each level of Bloom's Taxonomy, educators can assess students' ability to demonstrate their knowledge and understanding of subject matter. For example, educators can use the verb "analyze" to assess students' ability to break down complex information into its component parts.
In conclusion, Bloom’s Taxonomy verbs are a powerful tool for educators to use in designing instruction and assessing student learning. By understanding the different levels of Bloom’s Taxonomy and the verbs associated with each level, educators can craft learning objectives that are specific, measurable, achievable, relevant, and time-bound (SMART). By using these verbs, educators can assess students’ ability to demonstrate their knowledge and understanding of subject matter, and provide targeted support and feedback to help students achieve their learning goals.
