UNS Edutech

Bloom’s Taxonomy: Reshaping the Learning Process

Bloom’s taxonomy makes it easier for teachers to discuss and share learning and assessment techniques. It can use to develop specific learning goals. Still, most people use it to determine how well students have understood different cognitive levels.

So, what is Bloom’s taxonomy?

Behaviour and cognitive learning outcomes display how Bloom’s taxonomy objectives can set more significant educational goals or guidelines. The purpose of an educator who uses Bloom’s taxonomy examples is to help their students think more deeply by building up lower-level cognitive skills. 

Some key phrases are used during the assessment process to help students think of these skills.

History of Bloom’s Taxonomy

Benjamin Bloom, an American educational psychologist, came up with Bloom’s taxonomy in 1956. It is a widely used way to think about students’ learning. Bloom’s taxonomy levels use worldwide to help teachers figure out what works best for their students.

Suppose you want to make your teaching and learning more formal, write better exams, or make better curricula. In that case, you can use Bloom’s taxonomy pyramid, which quickly became a popular way to do this. 

This is what makes this framework so powerful. It can use to teach any information meant for students to learn.  

For teachers, Bloom’s taxonomy levels are a valuable tool that helps them plan challenging lessons – a fundamental principle of good teaching. 

Implications of Bloom’s taxonomy

The following are some of Bloom’s taxonomy’s educational implications:

It is a generally effective technique for developing all types of learning content. The taxonomy helps teachers in making content classification decisions. It also helps teachers connect content to tasks that students must perform.

A teacher might use the taxonomy to create questions or projects that push students to think and reflect as they progress from knowledge to evaluation. It helps teachers create greater critical and creative thinking processes in their students.

A teacher or a syllabus designer uses Bloom’s taxonomy objectives to create a curriculum and classroom assignment that advances learning from retaining information to higher-level thinking.

Bloom’s taxonomy levels

Bloom and his collaborators came up with a framework with six main parts.

  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation
D:\MY WORKS\Ashwini Aingoth\BloomsTaxonomy.png

Source: Wikipedia


Knowledge is the ability to recognize or remember terms, facts, basic concepts, or answers without knowing what they mean. Some of these characteristics might be:

  • Specific facts, terminology
  • Conventions, classifications, categories, trends, and sequences 
  • Theories and structures, principles and generalizations

Example: Name three familiar types of apple.


Students can demonstrate that they grasp facts and ideas by organizing, translating, summarising, giving descriptions, generalizing, and stating the essential concepts.

Example: Identify and summarize the characteristics of a Granny Smith apple and a Red Delicious apple.


Application is when you use what you’ve learned to solve problems in new situations. This is when you use the knowledge, techniques, facts, and rules you’ve known. Learners should be able to use their previous knowledge to solve problems, find connections and relationships, and figure out how they work in new situations.

Example: Would apples help avoid scurvy, an illness caused by a vitamin C deficiency?


The analysis is the process of looking at and breaking down information into its parts, figuring out how the pieces connect, finding motives or causes, inferences, and finding proof to support generalizations.  

Example: Compare and contrast four ways to serve foods made with apples, then look at which ones have the most health benefits.


Synthesis is the act of putting parts together to make complete or placing information together to create a new meaning. Synthesis is also building a structure or pattern from different aspects. It has these features:

  • Creation of a unique communication
  • Production of a proposed set of processes
  • Derivation of abstract relations

Example: Replace your preferred ingredients in an “unhealthy” apple pie recipe to make it “healthy.” Make a case for why the ingredients you chose are healthier than the originals.


By making judgments about information, the validity of ideas, or the quality of work based on a set of criteria, evaluation entails articulating and defending perspectives.

Example: Which apple varieties are best for baking a pie, and why?

What is Bloom’s Taxonomy Revised?

Lorin Anderson and David Krathwohl modified the framework in 2001 under the title Taxonomy for Teaching, Learning, and Assessment.” This title focuses on the relatively static concept of “educational objectives” and a more dynamic understanding of classification. 

The elimination of ‘Synthesis’ and the insertion of ‘Creation’ as the highest level of Bloom’s Taxonomy was the essential modification to the Cognitive Domain. And because it’s at the highest level, it simplifies that it’s the most difficult or demanding cognitive skill–or at the very least, the pinnacle of cognitive work.

The six levels in the revised Bloom’s taxonomy pyramid include

  • Remember
  • Understand
  • Apply
  • Analyze
  • Evaluate
  • Create
D:\MY WORKS\Ashwini Aingoth\Bloom's_Revised_Taxonomy.jpg

Source: Wikipedia

In their revision, cognitive processes are given as verbs, while knowledge content is presented as nouns. Anderson and Krathwohl redefine the knowledge dimension to include four categories.

Factual Knowledge

It is the fundamental elements of a discipline that a student must understand and apply to solve problems, such as basic terminology and specific specifics and features.

Conceptual Knowledge

The interrelationships between basic factual information, such as classifications and categories, principles and generalizations, and theories, models, and structures, explain how elements function together.

Procedural Knowledge

The research methods, skills, strategies, and techniques required to research, apply, or evaluate information are all examples of how something is done.

Metacognitive Knowledge

It refers to one’s awareness and understanding of cognition, including learning techniques, contextual and conditional information about cognitive activities, and self-awareness.


Bloom’s revised taxonomy allows educators to create a curriculum to evaluate objective learning results. Bloom’s taxonomy question stems make it easier to engage pupils at each of these levels. Educators can then develop engaging and unique ways for students to learn, reflect, and analyze their learning throughout the term.


  1. What is Bloom’s digital taxonomy?

Bloom’s Digital Taxonomy uses tools and technologies to make learning easier. The process quality or product is the essential factor in determining rubric outcomes. Bloom’s Digital Taxonomy was created to aid educators in using technologies and digital tools to improve student learning outcomes and experiences.

  1. What does Bloom’s taxonomy identify?

Benjamin Bloom developed measurable verbs to help us explain and classify visual information, skills, attitudes, actions, and capacities. The theory is founded on the assumption that different visible behaviours represent what is going on in the brain (cognitive activity).

  1. What is the difference between Bloom’s taxonomy and Anderson’s taxonomy?

Anderson and his colleagues believed that subject matter (noun) and cognitive processes (verb) should treat as distinct dimensions. They substituted Bloom’s nouns with verbs to reflect the nature of thinking in each category.

  1. How is Bloom’s taxonomy used in the classroom?

Bloom’s Taxonomy, when combined with technology, is a powerful tool for creating exciting learning activities on a scale of complexity that will improve teaching and learning. It can also be utilized to differentiate instruction in our classrooms to meet all students’ needs.