Bloom’s Taxonomy: An overview

It was developed for the teachers to have a common language to discuss and exchange learning methods. Although various outcomes can be expected from these methods, it mainly focuses on cognitive outcomes. 

The taxonomy has low to high-end cognitive levels and it is the job of the teachers to develop higher-order cognitive thinking skills from the lower-order ones. The levels from low to high are as follows:

  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation

The teachers need to first develop the concept of cognitive skills. They need to usually adopt a more fun type of learning technique to establish the concept first as children learn more activity-based methods. They need to identify the concepts at hand and basically use rote learning at this level. 

Next in line is comprehension where the children understand the meaning of information and materials and they segregate the information from each other. Using this information to solve new problems is the application of the concepts learned.

In synthesis, children learn to process new abstract concepts and used the already learned concepts to do so. It nurtures the student’s ability to create a new end product. 

Last but not the least, the highest order of cognitive skills is evaluation. The ability to evaluate new concepts on the basis of personal experience and learning. It helps to know what is right and what is wrong. What is the correct thing to do in a situation?