Bloom’s Taxonomy is a classification system developed by educational psychologist Benjamin Bloom to categorize cognitive skills and learning behavior.
Bloom’s Taxonomy classifies thinking according to six cognitive levels of complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. The categories are ordered from simple to complex and from concrete to abstract. Each level becomes more challenging as you move higher.
| Level | Bloom’s Definition |
| Knowledge | Remember previously learned information |
| Comprehension | Demonstrate an understanding of the facts |
| Application | Apply knowledge to a new situation |
| Analysis | Break down information into simpler parts and find evidence to support generalizations |
| Synthesis | Compile information in a different way or propose alternative solutions |
| Evaluation | Make and defend judgments about the value of ideas |
Bloom created a list of verbs associated with each level of thinking. The following chart provides action verbs for each level of Bloom’s Taxonomy.
The verbs used in learning objectives or learning outcomes should correspond to the level of thought at which the learners are expected to perform or function. This lists helps you recognize the levels of thought and to help you write learning objectives that address the various levels of skill your learner should attain. By creating learning objectives using these verbs, you indicate explicitly what the learner must do in order to demonstrate learning.
| Arrange Define Delineate Describe Distinguish Identify Indicate Group List | Label Locate Match Memorize Name Outline Order Recall | Recite Repeat Record Recognize Specify Select State Underline Write |
| Calculate Conclude Convert Choose Characterize Classify Complete Discuss Describe Depict Determine | Differentiate Draw Explain Express Establish Illustrate Interpret Identify Infer Locate Outline | Paraphrase Represent Report Review Recognize Restate Summarize Select Sort Tell Translate |
| Apply Calculate Change Collect Compute Conduct Construct Demonstrate Develop Dramatize Draw Employ Exhibit | Experiment Generalize Illustrate Implement Interpret Initiate Make Manipulate Operate Organize Perform Practice Prescribe | Prepare Produce Relate Restructure Schedule Shop Solve Show Sketch Teach Translate Use Utilize |
| Analyze Appraise Arrange Calculate Categorize Classify Compare Conclude Contrast Correlate Critique Deduce Debate Detect Determine Develop | Diagram Diagnose Differentiate Discover Dissect Distinguish Draw Estimate Evaluate Examine Experiment Explore Group Identify Infer Inquire | Inspect Inventory Investigate Order Organize Predict Question Probe Relate Research Scrutinize Separate Sequence Solve Survey Test |
| Arrange Appraise Assess Assemble Collect Combine Compile Compose Construct Create Consolidate Choose Compare Critique Derive Design Develop Devise | Estimate Evaluate Formulate Forecast Generalize Generate Hypothesize Improve Infer Invent Judge Manage Measure Merge Modify Organize Originate Imagine | Plan Predict Prepare Pretend Produce Propose Rate Reorganize Revise Show Select Set up Synthesize Validate Value Test Theorize Write |
| Appraise Argue Arrange Assemble Assess Choose Collect Compose Construct Create Compare Conclude Critique Criticize Debate Decide Deduce Defend Determine Discriminate | Design Develop Devise Envision Estimate Evaluate Examine Formulate Grade Inspect Infer Judge Justify Manage Measure Modify Organize Plan Predict Prioritize | Probe Prepare Produce Propose Rank Rate Review Reconstruct Recommend Referee Reject Revise Score Select Support Set-up Synthesize Systematize Validate Value |
References:
Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1; Cognitive Domain.
Overbaugh, R. & Schultz, L. “Bloom’s Taxonomy.”
