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Bloom's Taxonomy

"Taxonomy" simply means "Classification", so the well - known taxonomy of learning objectives is an attempt (within the behavioural paradigm) to classify forms and levels of learning. It identifies three "domains" of learning (see below), each of which is organised as a series of levels or pre-requisites. It is suggested that one cannot effectively or ought not try to address higher levels until those below them have been covered (it is thus effectively serial in structure). As well as providing a basic sequential model for dealing with topics in the curriculum, it also suggests a way of categorising levels of learning, in terms of the expected ceiling for a given programme. Thus in the Cognitive domain, training for technicians may cover knowledge, comprehension and application, but not concern itself with analysis and above, whereas full professional training may be expected to include this and synthesis and evaluation as well.

When developing curriculum for our school, we keep this list nearby. This will help us determine the level of response you are anticipating from your students.

Knowledge Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, Write.
Comprehension Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell.
Application Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use.
Analysis Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate.
Synthesis Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose, Rewrite.
Evaluation Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritize, Prove, Rank, Rate, Select.