Bloom's Taxonomy

Abstract

Typical use(s):: Find verbs describing measurable cognitive skills, in order to incorporate these into the course objectives; ideally, the statement of each course objective should begin with such a verb
Available data:: A list of sample verbs, categorized by cognitive skill level
File format(s):: (Not applicable)

Introduction

Bloom's Taxonomy, created in 1956 by Dr. Benjamin Bloom of the University of Chicago and his group of educational psychologists, is a categorization of verbs describing cognitive skills into six classes (knowledge, comprehension, application, analysis, synthesis, and evaluation). The classes are ranked from least complex (knowledge) to most complex (evaluation) in terms of the level of thinking required for students to achieve these objectives. In general, critical thinking skills encompass only the three most complex categories (analysis, synthesis, and evaluation).

Several variants of Bloom's Taxonomy now exist, and proponents of these variants are not entirely consistent in their categorization of specific cognitive skills into the taxonomy's six levels. That is, there exists an element of personal judgment in the categorization of these skills; the process is an art, not a science. Please bear this in mind if you should find yourself disagreeing with the categorization presented here. As the list of verbs presented here is a compilation obtained from several independent sources, it often lists certain verbs in more than one category, according to the discretion of these sources' authors.

The following list, which is not exhaustive, presents generic skills and sample verbs corresponding to each of the six categories; within each category, the verbs are listed alphabetically, not in order of usage preference:

Categorized List of Generic Skills and Sample Verbs

Category	Generic Skills	Sample Verbs
Knowledge (Least complex competency)	Observation and recall of information Knowledge of dates, events, places Knowledge of major ideas Mastery of subject matter	Define, describe, duplicate, identify, label, list, locate, match, memorize, name, recall, recognize, record, relate, repeat, reproduce, underline
Comprehension	Understanding information Grasping meanings Translating knowledge into new context Interpreting facts, comparing and contrasting Ordering, grouping, inferring causes Predicting consequences	Classify, convert, describe, explain, express, give example(s), identify, indicate, interpret, locate, recognize, report, restate, review, rewrite, summarize, tell, translate
Application	Using information Using methods, concepts, theories in new situations Solving problems using required skills or knowledge	Apply, construct, dramatize, employ, illustrate, interpret, operate, practice, sketch, schedule, shop, solve, use, write
Analysis	Seeing patterns Organizing parts Recognizing hidden meanings Identifying components	Analyze, appraise, calculate, categorize, compare/contrast, criticize, debate, deduct, diagram, differentiate, discriminate, distinguish, examine, experiment, infer, inspect, inventory, question, relate, solve, test
Synthesis	Using old ideas to create new ones Generalizing from given facts Relating knowledge from several areas Predicting, drawing conclusions	Arrange, assemble, collect, combine, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, rearrange, set up, synthesize, write
Evaluation (Most complex competency)	Comparing and discriminating between ideas Assessing value of theories, presentations Making choices based on reasoned argument Verifying value of evidence Recognizing subjectivity	Appraise, argue, assess, attach, choose, compare, criticize, debate, defend, estimate, evaluate, judge, measure, predict, rate, revise, score, select, support, value

For More Information

The World Wide Web (WWW) contains many thousands of pages with references to Bloom's Taxonomy. For a comprehensive listing, go to a search engine such as All the Web or Google and perform a search on the keywords "bloom taxonomy" (omit the enclosing quotes).

Bibliography (MLA Style)

The author used the following sources (directly or indirectly) to compile the information on this page:

Associate Degree Credit Course Outline. San Diego: San Diego Community College District, undated.
Bloom, Benjamin S., M. D. Engelhart, H. H. Hill, E. J. Furst, and D. R. Krathwhol. "The taxonomy and illustrative materials." In Bloom, B.S. (Ed.), Taxonomy of Educational Objectives, the Classification of Educational Goals, Handbook 1: Cognitive Domain, pp 62-197. New York: David McKay Company Inc., 1956.
Distance Learning Resource Network. "Chapter 4: Bloom's Taxonomy." DLRN's Technology Resource Guide. Internet. http://www.dlrn.org/library/dl/guide4.html. 27 August 2000. [Note: This link was inactivated some time after the original research required to create the Bloom's Taxonomy page was completed. The URL is therefore provided to document the origin of the data, but it is likely that you will not be able to access it at present.]
Inspiring Teachers Publishing Group. "Using Bloom's Taxonomy." The Mentor, Volume 3 (March 24, 1999). Internet. http://www.inspiringteachers.com/archives/newsletter/three/blooms.html. 29 May 2001. [Note: This link was inactivated some time after the original research required to create the Bloom's Taxonomy page was completed. The URL is therefore provided to document the origin of the data, but it is likely that you will not be able to access it at present.]
Lake Country School [Hartland, WI] Library Media Center Program. "How to Write a Bibliography." Internet. http://www.lcs.k12.wi.us/~lmc/BIB.HTM. 27 August 2000.
UC Davis Honors Challenge. "Critical Thinking--Bloom's Taxonomy." Faculty Handbook: Critical Thinking. Internet. http://www-honors.ucdavis.edu/fh/ct/blooms.html. 27 August 2000. [Note: This link was inactivated some time after the original research required to create the Bloom's Taxonomy page was completed. The URL is therefore provided to document the origin of the data, but it is likely that you will not be able to access it at present.]