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Bloom's taxonomy

Bloom’s taxonomy (named after Benjamin Bloom and later revised by Anderson and Krathwohl) is a classification of learning skills that is often used in education. When writing learning objectives or outcomes, it provides a means of expressing these in clear language.

Bloom's taxonomy

In the 1950s educators were looking at the learning process in order to identify ways in which we learn. In 1956 Bloom and his colleagues suggested that there are three domains (areas) of learning:

the cognitive - focuses on the intellect, knowledge and thinking
the affective - focuses on feeling, emotions and attitudes
the psycho-motor - focuses on the physical and motor skills (completed later by RH Dave).

Bloom's taxonomy (Bloom 1956) is a classification of lower to higher order thinking (or learning) skills centring upon the cognitive domain, which is the most commonly used domain in education.

Six levels of intellectual behaviour in learning are organised into a hierarchy of skills from the less to the more complex; these show the progression from lower to higher order thinking skills.

Higher order thinking skills

Based on learning taxonomies is the belief that some types of learning require more cognitive processing than others. These are the higher order thinking skills (HOTS), also known as higher order learning skills.

The higher order thinking skills include critical, reflective and creative thinking. These skills are more generic in nature than lower order thinking skills (LOTS) and can be regarded as transferable. In other words, they can be activated when we encounter unfamiliar situations, problems or questions.

Bloom's revised taxonomy

Anderson and Krathwohl (2001) revised Bloom's taxonomy using verbs instead of nouns. This was to emphasise the active nature of learning, placing the emphasis on a learner’s thinking processes rather than on behaviours.

Anderson and Krathwohl also reversed the top two levels of Bloom's taxonomy so that creating was at the top. Evaluating and creating can be seen as complementary and complex skills requiring the ability to analyse.

Bloom's revised taxonomy is a useful starting point for considering active learning and the progression to higher order learning skills.

When using the taxonomy, it is important to realise that an activity may encompass more than one level.

pyramid — Figure 2: Bloom's taxonomy as revised by Anderson and Krathwohl

Active learning and higher order thinking skills

"When using active learning students are engaged in more activities than just listening. They are involved in dialog, debate, writing, and problem solving, as well as higher-order thinking, e.g., analysis, synthesis, evaluation. "

(Bonwell and Eison 1991)

Active learning leads to the development of the higher order thinking skills (HOTS) associated with independent learning. Higher order thinking skills enable learners to apply knowledge to new situations and create new knowledge.

Why use Bloom’s revised taxonomy?

"…higher ordering thinking skills…helps learners make connections between past and new learning, creates new pathways, strengthens existing pathways, and increases the likelihood that the new learning will be consolidated and stored for future retrieval."

(Sousa 2005: 259)

"Higher order thinking skills are necessary for the successful development of every person - in personal and professional terms, as well as for the social and economic development of the society. It is the University where these skills can broadly unfold."

(Hadzhikoleva et al. 2019: 242)

Using the revised taxonomy to provide clear objectives for learners will help them develop connections between past and new learning. Learners need to be supported in this process and the taxonomy enables tutors to guide development and learning.

Providing clear learning objectives:

reduces ambiguity and confusion
focuses attention on a learning activity
signals the level of complexity of activities
enables students to understand what is expected of them
helps learners and tutors measure and assess progress.
provides a clear route of progression to higher order thinking skills.

Assessment Familiarity with Bloom’s terminology used in learning objectives and outcomes will assist learners when they encounter these same phrases in assessments. Learners will recognise the nature of what they are being asked to do and, therefore, be in a much better position to apply higher order thinking skills and prior knowledge.

See the SCQF level descriptors for generic outcomes for each of the SCQF levels.

Writing learning outcomes

Learning outcomes are statements that clearly specify what students will have achieved and be able to do by the end of a learning activity or course. Learner-centred, they provide a means of guiding learners in their learning while also being able to specify and measure their achievements.

When writing learning outcomes, it is important that outcomes are:

specific
measurable
achievable.

As learning outcomes should be specific, measurable and achievable, avoid using words that are vague and cannot be measured, such as 'understand', 'appreciate', 'believe', 'learn' and 'become familiar with'.

Follow the guidance provided in the SCQF Credit Rating Criteria Explained (from page 9) and use Bloom's revised autonomy to help you write learning outcomes.

Before writing the learning outcomes, you should also consider the following:

What should the learner be able to do at the end of the learning activity?
What knowledge, skill or abilities should the student be able to demonstrate?
What will learners need to be able to do to demonstrate what they have learned?

Bloom's revised taxonomy shows the progression from lower order to higher order thinking skills. Similarly, an effective course will provide opportunities to apply increasingly complex concepts. Please also note, it is possible that learners will move through the levels of the taxonomy several times during a course of study as they meet new and more complex concepts.

Learning outcomes may cover more than one level of Bloom's taxonomy. For example:

You will be able to apply legal and ethical principles to the development of a code of conduct.

Bloom’s revised taxonomy and learning outcomes

Bloom’s revised taxonomy provides a framework that will enable you to identify the cognitive levels of learning as well as providing examples of clear, precise language to write learning outcomes.

The structure of a learning outcome

Introduction + verb + object + modifier (as appropriate).

Remembering

Example – Level 1: remembering

Introduction

On completion of/at the end of this module/unit/topic/activity, you/learners will be able to

Verb

arrange

describe

label

Object

the food items from high to low

the identifying features of

a diagram of

Modifier

in order of their calorific values.

the main rock groups.

the eye.

Understanding

Example – Level 2: understanding

Introduction

On completion of/at the end of this module/unit/topic/activity, you/learners will be able to

Verb

compare and contrast

interpret

summarise

Object

different weather systems

construction engineering principles

the key behaviourist theories

Modifier

using computer generated data.

as applied to structural drawings.

in relation to an early education environment.

Applying

Example – Level 3: applying

Introduction

On completion of/at the end of this module/unit/topic/activity, you/learners will be able to

Verb

apply

prepare

conduct

Object

legal and ethical principles

an economic forecast

a complete check of

Modifier

to the development of a code of conduct.

based on current market conditions.

equipment.

Analysing

Example – Level 4: analysing

Introduction

On completion of/at the end of this module/unit/topic/activity, you/learners will be able to

Verb

catalogue

determine

differentiate between

plot

Object

legal and ethical principles

an economic forecast

a complete check of

Modifier

to the development of a code of conduct.

based on current market conditions.

equipment.

Evaluating

Example – Level 5: evaluating

Introduction

On completion of/at the end of this module/unit/topic/activity, you/learners will be able to

Verb

evaluate

review and access

identify and justify

Object

the financial viability of

legal judgements

appropriate courses of action

Modifier

a business.

in property law.

in relation to specific industrial disputes.

Creating

Example – Level 6: analysing

Introduction

On completion of/at the end of this module/unit/topic/activity, you/learners will be able to

Verb

create

develop

formulate

Object

a protocol

an action plan

sound arguments

Modifier

for conducting an job interview.

to implement a communications policy.

on the value of intercession in cases of ...

Keywords, objectives, activities and outputs

Bloom’s keywords will enable you to write outcomes/objectives for learners. You may also include specific activities that enable learners to practice/demonstrate what they have learned and also outputs for these activities. Examples for each level are shown here.

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References

Anderson, L. and Krathwohl, D. (eds.) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman

Bloom, B. S. (ed.) (1956) Taxonomy of Educational Objectives, the classification of educational goals. New York: McKay

Bonwell, C. and Eison, J. (1991) Active Learning: Creating Excitement in the Classroom. AEHE-ERIC Higher Education Report No. 1. Washington, D.C.: Jossey-Bass

Center for Advancement of Learning and Assessment, Florida State University Higher Order Thinking Skills: Definition, Teaching Strategies, Assessment.

Churches, A. (2010) Educational Origami blog. Available from <http://edorigami.edublogs.org/> [1 November 2010]

Churches, A. (2010) 'Bloom's Digital Taxonomy Resources.'Educational Origami. Available from <http://edorigami.edublogs.org/blooms-digital-taxonomy/> [9 November 2018]

Hadzhikoleva, S., Hadzhikolev, E. and Kasakliev, N. (2019) 'Using Peer Assessment to Enhance Higher Order Thinking Skills'. TEM Journal [online] 8(1), 242–247. Available from https://login.eor.uhi.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=135048143&site=ehost-live&scope=site

SCQF (2015) SCQF Handbook. Available from <https://scqf.org.uk/media/1125/scqf_handbook_web_final_2015.pdf> [9 November 2018]

SCQF (n.d.) SCQF Level Descriptors. Available from <https://scqf.org.uk/about-the-framework/interactive-framework/> [9 November 2018]

SCQF (2015) The Scottish Credit and Qualifications Framework. Available from <https://scqf.org.uk/> [9 November 2018]

SCQF (n.d.) SCQF Credit Rating Criteria Explained: Learning Outcomes, Notational Learning Hours and Assessment. Available from <https://scqf.org.uk/media/1130/criteria-explained-final-web-oct-2017.pdf> [9 November 2018]

Smyth, K., Bruce, S., Fotheringham, J. and Mainka, C. (2011) Benchmark for the use of technology in modules. Edinburgh: Edinburgh Napier University

Sousa, D. A. (2005) How the Brain Learns 3rd edition. SAGE Publications