Bloom's Taxonomy is a hierarchical framework that
classifies educational objectives
into different levels of cognitive complexity. It was created by Benjamin Bloom and his colleagues in 1956 and has
since been revised several times. The taxonomy is often used by educators to
categorize and assess learning objectives, instructional activities, and
assessment tasks. The original Bloom's Taxonomy consisted of six levels,
arranged from lower-order thinking skills to higher-order thinking skills:
1:
Knowledge: This level involves
recalling facts, concepts, or information. It is the foundational level of
learning.
2:
Comprehension: At this level,
learners demonstrate their understanding of the material by explaining ideas or
concepts in their own words, summarizing information, or interpreting data. This
is also called Cognitive Domain of learning.
3:
Application: Learners apply their
knowledge and understanding to solve problems, carry out tasks, or use
information in new situations.
4:
Analysis: This level involves
breaking down information into its component parts, identifying patterns,
relationships, or underlying principles.
5:
Synthesis: Synthesis requires the
integration of ideas or information from multiple sources to create a new
whole, formulate hypotheses, or design solutions to complex problems.
6:
Evaluation: At the highest level,
learners make judgments or assessments based on criteria and evidence, and they
can defend their opinions or decisions.
In 2001, a revised version of Bloom's Taxonomy was introduced, which redefined
the categories as follows:
1:
Remembering: Similar to the Knowledge
level in the original taxonomy, it involves recalling facts and basic concepts.
2:
Understanding: This corresponds to
the Comprehension level in the original taxonomy and focuses on grasping the
meaning and significance of concepts.
3:
Applying: This level aligns with the
Application level in the original taxonomy, where learners use their knowledge
and understanding in practical situations.
4:
Analyzing: Analyzing remains similar
to the Analysis level in the original taxonomy, involving the examination of
information and identifying patterns or relationships.
5:
Evaluating: This level combines
aspects of both the Synthesis and Evaluation levels from the original taxonomy,
requiring learners to make judgments and assessments based on criteria.
6:
Creating: Creating is akin to the
Synthesis level in the original taxonomy, where learners generate new ideas,
designs, or products by combining existing knowledge and concepts.
Educators use Bloom's Taxonomy to design effective learning objectives, assessments, and instructional
strategies that promote higher-order thinking and deeper understanding among
students. It provides a valuable framework for structuring educational
experiences and measuring learning outcomes.
USE in Pakistan:
Bloom's Taxonomy is being extensively applied in Punjab. Annual examinations
for students from grades one to eight are being prepared in accordance with it.
The Punjab Examination Commission (PEC) plays a significant role
in this regard. Standardized questions are being crafted for students' annual
exams, and these questions incorporate the levels of Bloom's Taxonomy.
