Bloom's Taxonomy in Education and Training
Bloom’s taxonomy, known for its popularity in education and training, is widely used as a learning theory. Educationists use Bloom's taxonomy as a means to develop learning outcomes, assessments and student progress reports. The focus is not only to deliver the subject matter but also to give students an in-depth understanding of what is required of them to achieve.
Focus of Taxonomy
Bloom’s taxonomy deals with different levels of learning which sum up into 3 hierarchical domains, that are cognitive, affective and psycho-motor. Each hierarchical domain represents different levels of thinking. The overall taxonomy is used to develop and evaluate the complexity of assessments, simplify activities to promote personalised learning, designing summative assessments, promote project-based learning and encourage group discussions. Here are 6 levels of Bloom’s Taxonomy:
It is focused on the intellectual skills of the learner, which includes critical thinking, problem-solving and their knowledge base. For instance, the ability to memorise spellings and poems, recalling the capitals of countries, remembering maths formulas and remembering the names and relations of characters from a story/play. Multiple-choice assessments are designed to assess the students for this domain.
Understanding concepts, ideas and formulas are essential to retaining them for a long period of time. It can be done if the students are asked to illustrate/write the difference between an oval and a square, summarise a story or organise the plant kingdom based on a predefined framework. Summarising a story is one of the best ways to check the understanding of the students. The summary must consist of important events and the roles of characters in it. It encourages them to think critically and come up with the plot.
The 3rd step of Bloom’s taxonomy is the concept of applying the aspects that were remembered and understood. Applying formulas, selecting a design that suits best in a given situation or reconstructing a given law are parts of applying. An activity to assess the application is to ask the students to write advice for a particular character of the play according to the given situation.
Post application is the analysing phase which requires critical thinking and observation to answer the questions for ‘how?’ For instance, explain how an engine works? This answer requires critical thinking skills and a detailed analysis of how it works. Another example can include ‘How Pedagogy and Andragogy styles of teaching are different from one another?’
Making judgments and interpreting the significance of scientific work are a few types of evaluations required in this step. Writing an evaluation or making a judgment for a certain part of the act in a play based on the character’s actions is one way of assessing the situation. It also allows commenting, criticising, debating, predicting or reviewing an outcome to make the situation better.
This step requires something to be created from scratch. For instance, writing a song or poem based on a situation, coming up with hypotheses in research or discovering something completely new. Teachers can ask the students to write a story with different situations and come up with a good moral of the story.
Bloom’s Taxonomy can be used not only for education and training but is also useful for other technical aspects. For instance, the raw material and costs related to construction to optimise the overall procedure. Remembering, understanding, applying, analysing, evaluating and creating are steps that are followed to come up with unique and innovative ideas and solutions. You should never stop being curious.