Bloom’s 6 level cognitive domain is a systematic instructional framework designed to categorize educational objectives. The primary aim of this taxonomy is to provide educators with a structure for analyzing the various levels of learning and cognitive processes. It has been instrumental in shaping curriculum development, instruction, and assessment practices. The taxonomy is comprised of 6 hierarchical levels and each level represents a specific type of cognitive function. In this article, “Bloom’s 6 level cognitive domain explained” I’m going to explain in detail all the 6 levels of cognitive domain of Bloom’s taxonomy.
Understanding Bloom’s 6 level cognitive domain
1. Remembering,
2. Understanding,
3. Applying,
4. Analysing,
5. Evaluating,
6. Creating.
Bloom’s taxonomy is a hierarchical framework of six different levels of growing the degree of complexity. Originally, it was developed in 1956 by educational psychologist Benjamin Bloom and his colleagues. It was designed to categorize educational goals and objectives.
Over the years, it has been revised by various educators like Krathwohl and Lori Anderson in 2001 to make it more relevant and effective. Here, I’m going to deal with revised edition that includes “Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
How does Bloom’s 6 level of cognitive domain useful for Learners and teachers?
The main aim of Bloom’s taxonomy was to create an effective tool to help both learners and teachers in theirs learning and teaching processes. Learners can use this taxonomy to design self study and do self assessment through different thinking levels. It helps them to sharpen theirs higher level thinking skills. And, by the means of this, they can test theirs own competence as well.
For teachers and educators, it helps in planning lessons and guiding students to move from basic level to more advanced one. Besides, it also helps in creating clear and measurable learning objectives. In the process of doing this, teachers can align theirs assessment with the learning objectives to ensure that they are testing the right level. And, finally, Bloom’s taxonomy proves vital tool in guiding educators to design comprehensive curriculum.
This taxonomy stresses the interconnectivity between different cognitive levels. By recognizing the foundational role of the remembering level, teachers can design instructional activities that promote retention and pave the way for higher-order thinking. Educators can effectively assess progression and mastery by aligning assessments with the various levels.
A. Explanation of Bloom’s 1st level of cognitive domain (Remembering)
In Bloom’s taxonomy, remembering level is highly essential for establishing a strong initial foundation for subsequent learning. So, this level has a strong bearing on subsequent levels like understanding, applying or analysing. In short, once we know how to facilitate and assess this initial level will enhance the overall educational process.
Undoubtedly, remembering level serves as the foundational layer in the cognitive learning process. It emphasizes the significance of retaining and recalling information. At this initial stage, learners are expected to retrieve relevant knowledge from memory, whether it is specific facts, terms, and basic concepts. The act of remembering is essential not only for the retention of information but as a precursor to more complex cognitive tasks that follow in the hierarchy of learning objectives.
To make this happen, teachers opt various learning strategies like memorization, repetition, and the use of mnemonic devices to help recall and retain learned information. This stage prioritizes the ability to retrieve information from long-term memory, which is critical for higher-order thinking.
Importance of remembering level
As I mentioned before that the importance of the remembering level extends beyond mere recall. It lays the groundwork for critical and creative thinking. Without a solid grasp of essential knowledge, students may struggle to engage with more challenging cognitive tasks.
For example, a strong foundation in basic mathematical concepts is necessary before one can successfully engage in problem-solving or quantitative reasoning. Thus, the ability to remember information effectively becomes necessary for application.
In addition, its role in assessing students’ understanding and retention of material cannot be neglected. By evaluating how well students can recall information, educators can gauge the effectiveness of their teaching methods and identify areas that may require further instruction.
Examples of action verbs associated with Bloom’s 1st level of cognitive domain (Remembering)
Define
The verb “define” encourages students to articulate the meaning of a term or concept. If a teacher asks students to define ecosystem, students either will start recalling or will check their available sources. In this way, teacher can encourage them to engage with the material and enhances retention.
List
The action verb “list” is equally significant. It directs students to enumerate items, concepts, or ideas. In the bend, it can boost memory through repetition. When students are tasked with listing key events in a historical timeline, they will reinforce their grasp of chronological order and context.
Recall
Verb, “recall,” emphasizes the retrieval of information from memory. This may involve prompting learners to answer questions based on their previous learning experiences.
Identify
“Identify “verb often appears in assessment questions. It asks students to recognize specific concepts or facts. This recognition process is vital for learners, as it allows them to connect new information to what they already know.
Recognize
The verb “recognize” allows students to acknowledge familiar information presented in various formats. Constant exposure to certain terms and concepts enhances this recognition process.
In this ways, by incorporating these action verbs into educational strategies, educators can create objectives and assessments.
B. Explanation of Bloom’s 2 level of cognitive domain (Understanding)
“Understanding” level emphasizes the ability of students to interpret, explain, and summarize information. It lays the foundation for higher-order thinking skills like applying, analysing, evaluating etc. This level forms the bridge between simply recalling facts and applying concepts in real-world scenarios. This level is recoceptualised in 2001 through latest revision of taxonomy by Lorin Anderson and David Krathwohl. Really, the revised edition is more emphasizes on active engagement and collaborative learning.
Further, this level in Bloom’s Taxonomy encourages learners to move beyond rote learning or memorization towards deeper cognitive engagement. It empowers students to develop critical thinking skills. Consequently, incorporating this taxonomy into lesson planning ensures that various cognitive levels are addressed.
Why does Bloom’s 2 level of cognitive domain so important?
“Understanding” level of Bloom’s Taxonomy goes beyond simple recall and requires learners to interpret, explain, and connect knowledge. By emphasizing this cognitive level in education, educators can ensure a more profound and impactful learning journey.
In short, this level is about constructing knowledge through comprehension rather than mere retention. Besides, Understanding entails the ability to grasp the meaning of the material, which can be characterized by a student’s ability to describe, explain, and interpret concepts.
In order to master a concept, students should be able to demonstrate that they can rephrase information, summarize content, and compare and contrast various ideas. For example, in a science class, a student might explain the process of photosynthesis by detailing the roles of sunlight, water, and carbon dioxide. This ability indicates that the student does not just remember the facts but can also convey the underlying principles of the topic.
Examples of action Verbs associated with “Understanding”
Educators can utilize specific action verbs to articulate the learning outcomes that characterize this cognitive domain. These verbs serve as a bridge between what students learn and how they can demonstrate their knowledge in meaningful ways. Let’s take a look at the key verbs associated with the understanding level. They are: describe, explain, summarize, interpret, paraphrase, give example, discuss, characterize, conceive, locate, recognize, report, etc.
Paraphrase
Writing something in your words without changing original meaning of content. It may be new way presentation beyond just changing words. To make this happen, one needs to first grasp the content thoroughly. Then, summarize it in a simple and concise way, and, finally put it in your own words without distorting original meaning.
Describe
One of the primary verbs is “describe.” It invites students to present details about a concept or process clearly and concisely. For example, a teacher might ask students to describe the water cycle, requiring them to use their understanding to articulate the sequence of evaporation, condensation, and precipitation. This approach confirms the students’ grasp of the topic while encouraging detailed expression.
Explain
When students explain a concept, they must articulate not only what it is but also why it is significant, thereby deepening their understanding. For instance, in a science class, students could be instructed to explain the digestive system.
Summarize
Summarize challenges learners to distill information, identifying main ideas while omitting unnecessary details. A potential assignment might involve reading a chapter from a novel and summarizing its key themes, which directly assesses a student’s ability to synthesize information.
Interpret
Interpret” encourages students to understand given concept or subject matter clearly and then to translate it from one form to another. In this process, student must be able to present subject matter in his own words instead of copy paste.
C. Explaining Bloom’s 3rd level of cognitive domain
Applying level of Bloom’s cognitive domain is transition from theoretical knowledge to practical application. It involves using learned knowledge and skills in the understanding level to solve real world problems. Apply, use, solve, prepare, choose, show, employ, interpret, illustrate, produce, demonstrate, execute, implement, etc. are some common useful keywords used in applying level.
This occupies a pivotal position in Bloom’s framework. This is the third level that signifies the ability to use knowledge in practical, real-world situations. Learners are expected to not only reproduce information but also to implement it in scenarios such as problem-solving. It serves as a vital bridge between theoretical knowledge and practical application. At this stage, learners are empowered to take the information they have acquired and utilize it in real-world scenarios.
Examples of action verbs of Bloom’s 3rd level of cognitive domain (applying)
Applying level emphasizes the practical application of knowledge. This stage involves utilizing the acquired information or skills in real-world scenarios. Understanding the key action verbs associated with this level is essential for defining learning objectives and enhancing assessment tasks. Below, we explore several important verbs that effectively convey the expectations at the applying level.
Apply, use, solve, prepare, choose, show, employ, interpret, illustrate, produce, demonstrate, execute, implement, etc. are some common useful keywords used in applying level. Let’s understand important keywords explanation one by one.
Execute
One of the primary verbs used in this level is execute. This verb signifies the act of carrying out or putting into effect a plan or procedure.
Demonstrate
Another crucial verb is demonstrate. This term encourages learners to showcase their skills or knowledge through practical actions or examples. An example could be, “Students will demonstrate the process of photosynthesis through a hands-on experiment.”
Implement
Furthermore, the verb implement emphasizes the initiation of strategies or methods based on learned knowledge.
Use
Next, the verb use refers to the application of knowledge in various contexts. A learning objective could state, “Students will use analytical methods to interpret data from an experiment.”
Apply
This is the most important keyword of this level. Here, student can use learned data and principles to complete a task. It signifies putting theory into practice, such as “Apply a specific formula to solve a mathematical problem”.
Employ
The verb “employ” stresses the action of using information or skills in real-life scenarios. For instance, students might employ mathematical concepts to solve real-world problems.
Produce
Produce” emphasizes creation and generation based on existing knowledge. This could involve students producing a research paper, or even a scientific experiment. This verb encourages learner to synthesize information creatively.
Show
The verb, “show,” focuses on demonstration. This can manifest in varied formats, such as students showing their understanding through presentations or demonstrations of learned skills.
Prepare
Finally, “prepare” involves the advanced act of organizing and structuring information or activities for future application. For instance, students might prepare a business plan based on theoretical principles they’ve learned.
D. What is Bloom’s 4th level of cognitive domain (Analysing)
Analysing level of cognitive domain of Bloom’s taxonomy is instrumental in fostering higher-order thinking skills. It encourages students to move beyond mere memorization and recall of facts. It promotes a more profound cognitive engagement with the subject matter. By analyzing information, learners can develop their ability to make connections between ideas and recognize inconsistencies. Ultimately, this is going to help to solve complex problems. Some common keywords associated with the analyzing level include “compare,” “contrast,” “categorize,” “examine,” “inspect,” “investigate,” “conclude,” etc. Let’s find out more details through this paper.
Action verbs Associated with 4th level of cognitive domain of Bloom’s taxonomy (Analysing)
Analysing level of Bloom’s taxonomy includes various keywords that I’m going to explain one by one. First of all, let’s list down the numbers. Analyse, compare, contrast, differentiate, examine, classify, categorize, dissect, distinguish, inspect, investigate, criticize, explore, survey, simplify, determine, calculate, conclude, predict, solve, organize, etc. are some common keywords used in analysing level of Bloom’s taxonomy.
Compare
One of the primary keywords is “compare,” which refers to the act of examining two or more elements to identify similarities and differences. students could compare different theories or historical events to know more about them.
Contrast
Another essential term is “contrast.” It mphasizes recognizing dissimilarities among elements. Teachers can facilitate critical discussions by asking students to contrast varying viewpoints or approaches to a problem.
Classify
“Classify” involves organizing items into categories based on shared characteristics or criteria. For instance, students learning about biological classifications will benefit from analyzing various species and categorizing them accordingly.
Identify
“identify” is a pivotal keyword that encompasses recognizing key elements within a text or a problem. This process is vital in evaluations, where students must identify the main arguments of an essay or the critical components of a mathematical equation.
Organize
Furthermore, the term “organize” encompasses structuring information logically to enhance understanding. Educators may require students to organize data from various sources, such as research papers, enhancing their ability to present their findings coherently.
Examine
The term “examine” refers to the careful study of a concept or situation to understand its components. For example, in a biology class, students might examine the parts of a cell to grasp how each contributes to the overall function.
Dissect
“Dissect” often implies a more physical or metaphorical separation of elements. In anatomy classes, students might dissect an animal or plant to learn about biological structures and their interrelations.
Distinguish
The keyword “distinguish” requires learners to identify differences and similarities among concepts. Students will be able to distinguish between potential and kinetic energy.
Inspect
When educators ask students to “inspect,” they encourage a thorough investigation. In chemistry, this could involve inspecting the outcomes of various chemical reactions.
Explore
“Explore” invites students to delve into topics with curiosity. For example, in an environmental science class, students might explore local ecosystems. food chain etc.
E. How to use Bloom’s 5th level of cognitive domain (Evaluating)
Evaluating level of cognitive domain of Bloom’s taxonomy is highly essential. It motivates students to judge ideas, concepts, decisions, or any other information critically and reach at the conclusion. This is higher level cognitive abilities in which students learn how to evaluate theirs and others stand.
In educational settings, applying this level requires intentional strategies that promote evaluative thinking and empowers critical analysis. Educators can implement diverse assessment methods that encourage students to critique, judge, and justify their decisions based on evidence and standards.
Examples of Action Verbs Associated with the 5th level of cognitive domain of Bloom’s taxonomy (Evaluating)
The verbs associated with this level are vital as they guide the formulation of assessment questions and learning objectives. Defend, Judge, Choose, Support, Critique, Argue, Justify, evaluate, test, apprise, value, weigh, debate, hypothesize, rate, review, grade, determine, convince, estimate, assess, etc. are some common action verbs are associated with the evaluating level of Bloom’s taxonomy. Hereon, you will learn one by one in detail.
Action verbs associated with this level represent the capacity to determine the value or quality of concepts, theories, or works, based on established criteria and standards.
Evaluate
When educators use the verb ‘evaluate,’ they prompt students to not only understand a concept but also to critically analyze its strengths and weaknesses. This approach cultivates the ability to make informed judgments supported by evidence, facts, and reasons.
Rate, Defend and support
Next verbs such as ‘rate,’ ‘defend,’ and ‘support’ encourage learners to articulate their viewpoints on specific topic like newly released movie, published book, drama, or any other issue. It helps to deepen theirs analytical skills.
Incorporating these verbs into assessment questions could by much useful. This may require students to justify their conclusions through logical reasoning and structured arguments. By framing assessments with these action verbs, educators can effectively target higher-order thinking skills.
Assess
The verb ‘assess’ is commonly used to refer to the process of evaluating the quality or significance of something. This promotes critical thought as students compare and contrast differing viewpoints of a concept or ideas.
Justify
‘Justify’ is another essential action verb that encourages learners to provide reasoning behind their opinions or choices. A learning objective might ask students to justify their selections for a specific course of action in a project.
Apprise
‘Apprise’ signifies the act of informing or evaluating. Instructors may use this term when students are tasked to apprise a peer’s work, where they provide feedback on strengths and weaknesses. This reinforces the students’ evaluative skills while promoting collaborative learning.
Value
Value’, as an action verb, asks students to determine the worth of a particular idea or argument. For instance, creating an assignment that asks learners to value different approaches to a problem.
Estimate
It involves calculating worth or value of something based on the merits, standards. Obviously, it will only done after carefully judging the strengths and weaknesses of given thing, idea, or product.
F. Mastering Bloom’s 6th level of cognitive domain (Creating)
The creating level of Bloom’s taxonomy is the culmination of six level hierarchical structure. This is the Creating level that encompasses a wide range of cognitive activities. Students are encouraged to design project, construct models, or develop strategies that require original thought. Eventually, this proactive engagement promotes critical thinking, where students analyze various aspects of information to create something unique. The emphasis on synthesis reflects a transition from passive learning to active participation.
Arrange, assemble, build, combine, compose, construct, create, design, develop, devise, formulate, generate, hypothesize, invent, modify. organize, plan, produce, propose, revise, rewrite, synthesize, etc. some common action verbs associated with creating level of Bloom’s taxonomy. Hereon, you learn each of these action verbs in detail.
Examples of important action verbs associated with 6th level of cognitive domain of Bloom’s taxonomy ( creating)
In the 6th level of cognitive domain of Bloom’s Taxonomy, learners are expected to demonstrate advanced cognitive skills by generating new ideas or products based on their knowledge and understanding. A variety of action verbs can be utilized to articulate learning objectives and assessments that align with this highest level of cognitive processing. Understanding these verbs is crucial for educators and learners.
Design
When instructors create assignments that ask students to “design a marketing plan,” they are encouraging learners to synthesize information from various sources and apply it creatively.
Construct
The verb “construct” can be tied to tasks that require students to build models or frameworks, demonstrating their capacity to integrate concepts and relate them in innovative ways.
Produce
Another action verb is “produce,” which applies to tasks like creating a multimedia presentation or a research project. This verb not only highlights the outcome but also emphasizes the process involved in generating new content.
Compose
“Compose,” particularly in musical or literary contexts, invites students to explore their creative skills in more structured environments, pushing their cognitive abilities further.
Invent and originate
In addition, verbs such as “invent” and “originate” focus on the originality aspect of the Creating level, highlighting the importance of unique thought and innovation.
Generate
The action verb generate refers to the process of producing or bringing into existence. In short, it mean creating ideas, solutions, or products. For instance, in technology, one might generate innovative software that solves specific problems. This action emphasizes the importance of creativity.
Formulate
Formulate means developing a systematic plan or idea for something. For this to happen, one should considers all possible means and outcomes. In scientific research, individuals formulate hypotheses based on existing data. It enables them to conduct experiments that lead to new discoveries. The essence of formulation lies in combining knowledge and creativity to achieve a structured outcome.
Hypothesizing
Hypothesize involves proposing a logical guess or explanation of something that need to be tested. This process is critical in scientific research process in which researchers hypothesize potential results based on observations.
Invent
Invent verb refers to creating something entirely new that has not existed before. Inventors often synthesize ideas from various disciplines to bring about technological advancements.
These are some common action verbs associated with creating level of blooms taxonomy.
Final words on Bloom’s 6 level cognitive domain explained,
Over the years, cognitive domain of Bloom’s taxonomy has undergone refinements, leading to the formulation of Bloom’s Revised Taxonomy in the early 21st century. Revised edition introduces significant shifts in terminology and structure that enhance its applicability in contemporary education.
The original taxonomy’s 6 levels of cognitive domain: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation—were transformed into Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. This modification serves not only to update the terminology but also illustrates a clearer path from basic recall to higher-order thinking skills.
In Bloom’s Revised Taxonomy, each level of cognitive domain had been built upon the previous one, establishing a clear hierarchy of cognitive skills. The foundational levels—Remembering and Understanding—focus on the acquisition of knowledge. As students progress, they encounter Applying and Analyzing, where they utilize and dissect information.
Finally, they reach the Creating level, which evokes synthesis and innovation, empowering learners to construct new ideas and formulate original solutions. This progression not only enriches educational practices but also encourages students to engage deeply with content.
https://www.britannica.com/topic/Blooms-taxonomy
https://en.wikipedia.org/wiki/Bloom%27s_taxonomy
Using Bloom’s Taxonomy to Write Effective Learning Objectives
https://teaching.cornell.edu/resource/blooms-taxonomy
https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/blooms-taxonomy
https://citt.it.ufl.edu/resources/course-development-resources/the-learning-process/designing-the-learning-experience/blooms-taxonomy/