Bloom's Taxonomy Verbs: Master Learning Outcomes

Bloom's Taxonomy is a widely accepted framework for categorizing learning objectives into six levels of complexity. The taxonomy was first introduced by Benjamin Bloom and his colleagues in 1956 and has since undergone several revisions. The framework is designed to help educators and instructional designers create learning objectives that are clear, measurable, and aligned with specific learning outcomes. In this article, we will explore the six levels of Bloom's Taxonomy, with a focus on the verbs associated with each level, and provide examples of how to apply them in real-world educational settings.

Introduction to Bloom’s Taxonomy Verbs

The six levels of Bloom’s Taxonomy are: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Each level is associated with specific verbs that describe the cognitive processes involved in achieving the learning objectives. The verbs are used to create learning objectives that are clear, concise, and measurable. By using these verbs, educators can ensure that their learning objectives are aligned with the intended learning outcomes and that students are able to demonstrate their knowledge and skills at the desired level of complexity.

Remembering: Recall and Recognition

The Remembering level is the most basic level of Bloom’s Taxonomy. At this level, students are required to recall or recognize previously learned information. The verbs associated with this level include list, define, describe, identify, and recall. For example, a learning objective at this level might be: “Students will be able to list the main components of a cell.” This level is focused on rote memorization and does not require students to think critically or apply their knowledge in new contexts.

Understanding: Comprehension and Interpretation

The Understanding level is the second level of Bloom’s Taxonomy. At this level, students are required to comprehend and interpret information. The verbs associated with this level include explain, summarize, interpret, describe, and compare. For example, a learning objective at this level might be: “Students will be able to explain the concept of climate change.” This level requires students to think critically and make connections between different pieces of information.

Applying: Using Knowledge in New Contexts

The Applying level is the third level of Bloom’s Taxonomy. At this level, students are required to apply their knowledge in new contexts. The verbs associated with this level include apply, use, demonstrate, illustrate, and show. For example, a learning objective at this level might be: “Students will be able to apply the principles of Newton’s laws to solve problems.” This level requires students to think creatively and use their knowledge to solve real-world problems.

Analyzing: Breaking Down Complex Information

The Analyzing level is the fourth level of Bloom’s Taxonomy. At this level, students are required to break down complex information into smaller parts. The verbs associated with this level include analyze, compare, contrast, classify, and identify. For example, a learning objective at this level might be: “Students will be able to analyze the themes in a novel.” This level requires students to think critically and make connections between different pieces of information.

Evaluating: Making Judgments and Justifying Decisions

The Evaluating level is the fifth level of Bloom’s Taxonomy. At this level, students are required to make judgments and justify decisions. The verbs associated with this level include evaluate, assess, judge, justify, and recommend. For example, a learning objective at this level might be: “Students will be able to evaluate the effectiveness of a marketing campaign.” This level requires students to think critically and make informed decisions.

Creating: Generating New Ideas and Products

The Creating level is the sixth and final level of Bloom’s Taxonomy. At this level, students are required to generate new ideas and products. The verbs associated with this level include create, design, develop, compose, and imagine. For example, a learning objective at this level might be: “Students will be able to create a new product using recycled materials.” This level requires students to think creatively and use their knowledge to generate innovative solutions.

Implementing Bloom’s Taxonomy in Educational Settings

Bloom’s Taxonomy can be implemented in a variety of educational settings, including classrooms, online courses, and professional development programs. By using the verbs associated with each level, educators can create learning objectives that are clear, measurable, and aligned with specific learning outcomes. This can help to improve student learning and achievement, as well as provide educators with a framework for assessing student learning and providing targeted feedback.