Step I
Using Revised Bloom’s Taxonomy to Create Learning Goals & Objectives
👉 The Revised Bloom’s Taxonomy uses action verbs to articulate learning goals that reflect the cognitive complexity of the learning process. It starts with six levels of cognitive complexity that range from simple remembering to complex creating. Each level of learning corresponds to a different set of cognitive skills that students must demonstrate. The action verbs used in each level are designed to align with the intended cognitive skills. For example, at the Remembering level, verbs like “identify,” “recall,” and “recognize” are used to describe the type of cognitive skill that is being tested. At the Creating level, verbs like “design,” “compose,” and “create” are used to describe the complex cognitive skills that are being tested. The Revised Bloom’s Taxonomy is important because it provides a framework for educators to design effective learning experiences that develop and assess cognitive skills across different levels of complexity.
👉 When selecting the level of cognitive difficulty for a particular concept, you should choose the corresponding action verb from the Revised Bloom’s Taxonomy. This will help you articulate learning goals that reflect the complexity of cognitive learning in a way that is measurable and clear. By using the appropriate action verb, you can communicate the level of cognitive rigor you expect from your students in a way that is understandable and achievable. Remember to choose the action verb that best corresponds to the level of cognitive learning you want your students to demonstrate, whether it is remembering, understanding, applying, analyzing, evaluating, or creating.
💡 In the text below, the light bulbs indicate the level of cognitive challenge associated with each category. The number of light bulbs increases from one to six as you move up the hierarchy, with one light bulb representing the lowest level of cognitive challenge and six light bulbs representing the highest. This visual representation can help educators and learners alike understand the relative complexity and rigor of different learning objectives and assessment tasks.
💡Remembering
The Remembering category in Bloom’s Taxonomy focuses on the cognitive skills associated with the recall of information. The main objective is to remember previously learned concepts or information. It includes identifying and recalling information such as facts, definitions, and basic concepts. Examples of activities that develop remembering skills include reciting facts, identifying basic principles, and listing characteristics.
Example ↗️
- define
- describe
- identify
- label
- list
- match
- memorize
- name
- recall
- recognize
- repeat
- reproduce
- select
- state
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Concept you are teaching
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Learning objective that focuses on the cognitive skills associated with the learner’s recall of information.
💡💡Understanding
The Understanding category in Bloom’s Taxonomy refers to the cognitive skills that involve the comprehension and interpretation of information. Learners are expected to demonstrate their ability to understand and interpret concepts, ideas, and information. The skills that are developed in the Understand category include explaining ideas or concepts in one’s own words, summarizing information, identifying key elements or components of a topic, describing cause and effect relationships, and interpreting data or graphs.
Example ↗️
- classify
- define
- describe
- discuss
- explain
- identify
- interpret
- locate
- recognize
- report
- restate
- review
- select
- summarize
- translate
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Concept you are teaching
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Learning objective that focuses on the cognitive skills associated with the learner’s ability to understand and interpret concepts, ideas, and information.
💡💡 💡 Applying
The Applying category in Bloom’s Taxonomy focuses on using acquired knowledge in new and real-life situations. The skills developed in this category include the ability to apply familiar information or processes to new situations, problems, or tasks, as well as the ability to carry out a procedure or method correctly. Examples of skills in this cognitive category include using mathematical formulas to solve problems, applying scientific principles to conduct an experiment, using critical thinking skills to solve a real-world problem, or applying technical skills to complete a project.
Example ↗️
- apply
- break down
- demonstrate
- execute
- illustrate
- implement
- interpret
- manipulate
- modify
- operate
- practice
- predict
- prepare
- produce
- relate
- schedule
- show
- sketch
- solve
- use
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Concept you are teaching
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Learning objective that focuses on the cognitive skills associated with the learner’s ability to apply familiar information or processes to new situations, problems, or tasks, as well as the ability to carry out a procedure or method correctly.
💡💡💡💡 Analyzing
The Applying category in Bloom’s Taxonomy focuses on using acquired knowledge in new and real-life In the Analyzing category of Bloom’s Taxonomy, the emphasis is on breaking down complex ideas or concepts into smaller, more manageable parts in order to understand their relationships and how they work together.
Skills that are being developed in this category include the ability to identify patterns, recognize cause-and-effect relationships, compare and contrast different elements, differentiate between facts and opinions, and draw conclusions based on evidence. Analyzing also involves examining information from different perspectives and considering the implications of alternative interpretations or viewpoints. This category of Bloom’s Taxonomy is particularly important for developing critical thinking and problem-solving skills.
Example ↗️
- analyze
- appraise
- break down
- calculate
- categorize
- compare
- contrast
- correlate
- criticize
- deduce
- differentiate
- discriminate
- distinguish
- examine
- experiment
- infer
- inspect
- inventory
- investigate
- organize
- outline
- question
- relate
- scrutinize
- sort
- subdivide
- survey
- test
- validate
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Concept you are teaching
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Learning objective that focuses on the cognitive skills associated with the learner’s ability to identify patterns, recognize cause-and-effect relationships, compare and contrast different elements, differentiate between facts and opinions, and draw conclusions based on evidence.
💡💡💡💡💡 Evaluating
In the Evaluating category of Bloom’s Taxonomy, students are developing skills that involve making judgments and decisions based on criteria and standards. Learners develop skills to assess, compare, evaluate, and critique information or concepts. They can analyze information to identify strengths and weaknesses, make decisions based on criteria, and determine the value or effectiveness of a concept or approach.
They are also developing skills to evaluate the reliability and accuracy of information sources, as well as determine the credibility of arguments and claims. This category is essential for developing critical thinking skills that enable students to form their own opinions and make informed decisions.
Example ↗️
- appraise
- assess
- choose
- compare
- conclude
- criticize
- decide
- defend
- determine
- estimate
- evaluate
- judge
- justify
- prioritize
- prove
- rank
- recommend
- select
- support
- validate
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Concept you are teaching
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Learning objective that focuses on the cognitive skills associated with the learner’s ability to evaluate the reliability and accuracy of information sources, an determine the credibility of arguments and claims.
💡💡💡💡💡💡Creating
The Creating category of Bloom’s Taxonomy represents the highest level of cognitive processes. At this level, learners are expected to use their knowledge and understanding of concepts to develop new ideas, generate original work, and produce innovative products. This level requires learners to use critical and creative thinking skills to design, construct, plan, and invent new things.
Some specific skills that can be developed at this level include brainstorming, idea generation, problem-solving, product development, prototyping, and design thinking. Learners at this level are also expected to be able to evaluate their own work and the work of others to assess its quality, effectiveness, and impact. The Creating category is all about using existing knowledge and skills to develop something new, original, and innovative.
Example ↗️
- assemble
- build
- combine
- compile
- construct
- create
- design
- develop
- devise
- draft
- formulate
- generate
- invent
- make
- organize
- plan
- produce
- propose
- reorganize
- revise
- set up
- write
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Concept you are teaching
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Learning objective that focuses on the cognitive skills associated with the learner’s ability to develop new ideas, generate original work, and produce innovative products.
