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Bloom's Taxonomy

Bloom's Taxonomy is a hierarchical model used to classify educational learning objectives into levels of complexity. It includes three learning domains: cognitive, affective, and psychomotor. Within each domain, learning objectives can be categorized from simple to complex. Bloom's Taxonomy provides a framework to help teachers design curriculums and assessments that encourage students to engage in higher-order thinking. However, the taxonomy is not without flaws and has received some criticism despite its widespread use today.

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FATMA IZZATUNNIDA
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44 views1 page

Bloom's Taxonomy

Bloom's Taxonomy is a hierarchical model used to classify educational learning objectives into levels of complexity. It includes three learning domains: cognitive, affective, and psychomotor. Within each domain, learning objectives can be categorized from simple to complex. Bloom's Taxonomy provides a framework to help teachers design curriculums and assessments that encourage students to engage in higher-order thinking. However, the taxonomy is not without flaws and has received some criticism despite its widespread use today.

Uploaded by

FATMA IZZATUNNIDA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Name : Fatma Izzatunnida

Class : Assessment in ELT C


NIM : 1900004109
Bloom’s Taxonomy

Bloom's taxonomy is a set of three hierarchical models used to classify educational


learning objectives into levels of complexity and specificity. The three lists cover the learning
objectives in cognitive, affective and sensory domains. The cognitive domain list has been the
primary focus of most traditional education and is frequently used to structure curriculum
learning objectives, assessments and activities. In one sentence, Bloom’s Taxonomy is a
hierarchical ordering of cognitive skills that can, among countless other uses, help teachers teach
and students learn.
Bloom's Taxonomy comprises three learning domains: cognitive, affective, and
psychomotor. Within each domain, learning can take place at a number of levels ranging from
simple to complex. Bloom’s Taxonomy accomplishes the seemingly daunting task of taking the
important and complex topic of thinking and giving it a concrete structure. The taxonomy
continues to provide teachers and educators with a framework for guiding the way they set
learning goals for students and how they design their curriculum and by having specific
questions or general assignments that align with Bloom’s principles, students are encouraged to
engage in higher order thinking.
However, even though it is still used today, this taxonomy does not come without its
flaws. As mentioned before, the initial 1956 taxonomy presented learning as a static concept.
Although this was ultimately addressed by the 2001 revised version that included active verbs to
emphasize the dynamic nature of learning, Bloom’s updated structure is still met with multiple
criticisms.

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