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)

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.


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.

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