Bloom’s Taxonomy is a well-known and widely used framework for categorizing educational goals and objectives. It was first developed by Benjamin Bloom in the 1950s, and it is continuously evolving and and get updation over the years to reflect current educational practices.
Six levels of Blooms Taxonomy
The taxonomy is have six levels of cognitive thinking skills, arranged in a hierarchical order. The levels are:
Remembering:
This level involves recalling information from memory, such as facts, dates, and vocabulary. Examples of remembering tasks include memorizing definitions, reciting a list of facts, or recalling a sequence of events.
Understanding:
This level involves comprehending the meaning of information, such as interpreting data, explaining concepts, or summarizing main ideas. Examples of understanding tasks include explaining the meaning of a poem, summarizing a chapter in a textbook, or interpreting a graph.
Applying:
This level involves using information in new situations, such as solving problems, using formulas, or demonstrating a skill. Examples of applying tasks include solving a math problem, writing an essay, or performing a lab experiment.
Analyzing:
This level involves breaking down information into its component parts and examining their relationships, such as identifying patterns, comparing and contrasting, or recognizing cause and effect. Examples of analyzing tasks include comparing two articles on a topic, identifying themes in a novel, or analyzing data in a scientific study.
Evaluating:
This level involves making judgments about the quality or value of information, such as critiquing an argument, evaluating the credibility of a source, or assessing the effectiveness of a solution. Examples of evaluating tasks include critiquing a speech, evaluating a research paper, or judging the merit of a proposal.
Creating:
This level involves synthesizing information to produce something new, such as designing a project, composing a song, or writing a story. Examples of creating tasks include writing a persuasive essay, designing a new product, or producing a short film.
The levels of the taxonomy are hierarchical, meaning that each level builds upon the previous one. For example, in order to understand a concept (level 2), you first need to remember the relevant information (level 1). Likewise, in order to evaluate the quality of an argument (level 5), you first need to analyze its component parts (level 4).
One of the strengths of Bloom’s Taxonomy is that it provides a framework for educators to create learning objectives that target different levels of cognitive thinking. By designing learning objectives that align with the appropriate level of the taxonomy, educators can help students develop higher-order thinking skills and deepen their understanding of the material.
Application of bloom taxonomy in educational setting:
Let’s take a closer look at each level of the taxonomy and some examples application in educational settings:
Remembering:
At this level, learners recall or recognize previously learned information. This can involve simple tasks such as memorization, but can also involve more complex tasks such as recalling specific details from a text or identifying patterns and relationships. Examples of remembering tasks might include:
- Reciting a poem from memory
- Identifying key events in a historical timeline
- Listing the properties of a particular element on the periodic table
- Recognizing the shapes of various geometric figures
Understanding:
At this level, learners comprehend the meaning of information and concepts, rather than just recalling them. This can involve interpreting, explaining, or paraphrasing information in one’s own words. Examples of understanding tasks might include:
- Explaining the main idea of a passage in one’s own words
- Summarizing a scientific article or research study
- Paraphrasing a complex mathematical concept
- Describing the cultural significance of a particular piece of literature or art
Applying:
At this level, learners use previously learned information in new and practical contexts. This can involve solving problems, using concepts in real-world situations, or applying learned skills in new ways. Examples of applying tasks might include:
- Solving a complex math problem using learned formulas and concepts
- Applying scientific principles to design and conduct a laboratory experiment
- Creating a marketing campaign using learned principles of advertising and consumer behavior
- Using a new language to communicate in a real-world setting
Analyzing:
At this level, learners break down information into component parts and examine their relationships. This can involve identifying patterns and trends, comparing and contrasting different ideas or concepts, or examining cause-and-effect relationships. Examples of analyzing tasks might include:
- Analyzing a work of literature to identify its themes and motifs
- Comparing and contrasting different philosophical theories
- Examining the impact of environmental factors on human health
- Identifying trends and patterns in a large dataset
Evaluating:
At this level, learners make judgments about the value or quality of information or ideas. This can involve assessing the strengths and weaknesses of different arguments, evaluating the credibility of sources, or critiquing artistic or literary works. Examples of evaluating tasks might include:
- Evaluating the credibility of a scientific study or research article
- Critiquing the arguments of a political speech or policy proposal
- Assessing the effectiveness of a new technology or product
- Evaluating the artistic merits of a particular film or piece of music
Creating:
At this level, learners use previously learned information and skills to generate new and original ideas or products. This can involve designing new products, developing original works of art or literature, or using learned skills to solve novel problems. Examples of creating tasks might include:
- Designing a new product or technology to address a real-world need
- Writing an original play or musical composition
- Developing a new research project or study
- Creating an innovative marketing campaign for a new product or service
By using Bloom’s Taxonomy as a guide, educators can ensure that they are incorporating a wide range of learning tasks and activities into their teaching. This approach can help students develop a deeper understanding of the course material, while also promoting critical thinking, problem-solving, and creativity.
Bloom’s Taxonomy in Engineering
Engineering is a field that involves problem-solving and critical thinking, and therefore, it requires higher-order thinking skills. Bloom’s Taxonomy is particularly useful in engineering education as it helps to align learning objectives with different levels of cognitive thinking.
Remembering
At the remembering level, students are expected to recall facts and information relevant to the course material. In engineering, this level is important because students must have a good understanding of basic concepts and theories to be able to apply them to real-world scenarios. Examples of remembering tasks in engineering include recalling the fundamental laws of physics or chemistry, or remembering specific equations and their applications.
Understanding
At the understanding level, students are expected to comprehend the meaning of the course material. In engineering, understanding is particularly important as it allows students to interpret and apply the knowledge they have acquired. Examples of understanding tasks in engineering include interpreting graphs, diagrams, and schematics or explaining the functions of different engineering systems.
Applying
At the applying level, students are expected to use the knowledge they have acquired to solve problems or apply theories to real-world scenarios. In engineering, applying the knowledge is essential as it allows students to develop practical skills that they can use in their professional careers. Examples of applying tasks in engineering include designing a prototype, analyzing data from experiments, or developing software applications.
Analyzing
At the analyzing level, students are expected to break down complex information into smaller parts and examine their relationships. In engineering, analyzing is crucial as it allows students to understand the behavior of different systems and identify the root cause of problems. Examples of analyzing tasks in engineering include identifying the sources of errors in a design, evaluating the performance of a system, or examining the properties of materials.
Evaluating
At the evaluating level, students are expected to make judgments about the quality or value of the course material. In engineering, evaluating is important as it allows students to critically assess the effectiveness of different approaches to solving problems. Examples of evaluating tasks in engineering include assessing the safety and reliability of a design, evaluating the cost-effectiveness of a solution, or analyzing the environmental impact of a project.
Creating
At the creating level, students are expected to synthesize information to produce something new. In engineering, creating is essential as it allows students to design and develop innovative solutions to complex problems. Examples of creating tasks in engineering include designing a new product, developing a new process, or creating a new algorithm.
Benefits of Using Bloom’s Taxonomy in Engineering Education
- Provides a systematic and hierarchical approach to learning: Bloom’s Taxonomy provides a framework that ensures that learning objectives are aligned with the different levels of cognitive thinking. This approach ensures that students acquire a deep understanding of the course material.
- Develops higher-order thinking skills: Bloom’s Taxonomy encourages students to develop higher-order thinking skills, such as problem-solving, critical thinking, and creativity. These skills are essential in engineering as they allow students to develop practical solutions to real-world problems.
- Encourages active learning: Bloom’s Taxonomy encourages active learning, which involves students engaging with the course material through various activities such as problem-solving, discussions, and group work. This approach ensures that students are actively engaged in the learning process and are not simply passive recipients of information.
- Facilitates assessment: Bloom’s Taxonomy provides a useful framework for assessment. By aligning assessment tasks with the different levels of cognitive