The Bloom taxonomy of educational objectives has been the standard by which educators have classified learning tasks since it was published in 1956.

The taxonomy not only classifies learning tasks , but also ranks the complexity of learning tasks from rote memorization to the creation of new knowledge from the old.

Bloom's taxonomy of educational objectives is associated with the phrase higher level learning, which every teacher insists is his/her goal. It is also the source of many of the lists of verbs to use in writing objectives.

A 2001 revision makes modest changes to the language.

Find out the origin of the name "bloom taxonomy" at the bottom of this page.

Levels of cognition

The Bloom taxonomy of educational objectives sets out six levels of intellectual (cognitive) activity, shown below as rungs on a ladder. The ladder on the left uses the original taxonomy language; the ladder on the right uses the revsed language.

To understand the levels, you probably need to see verbs used in describing tasks that fall within each cognitive level. I've included some of those verbs under each catgory head below.

Knowledge/remembering

Knowledge is information a person acquires. It does not have to be information the person understands.

A 2001 revision of Bloom taxonomy of educational objectives changes the nouns to verbs. Instead of knowledge it uses the verb remembering, which is more descriptive.

Verbs used to indicate that knowledge is being assessed include:

name	recognize
spell	list
define	recall
memorize	arrange
relate	order

Comprehension/understanding

Comprehending is a more difficult cognitive task than knowing. Comprehension involves understanding what one knows. Many people can define a verb, for example, without understanding what the word means.

Verbs used to indicate comprehension is being assessed include:

discuss	identify
classify	describe
explain	locate
express	indicate
translate	select

Application

Application is a bit more complex than comprehension. It involves using information one comprehends without being prompted to use it. Compare this goal, which entails comprehension of the term comparison essay,

The student will write a comparison essay.

with this goal which tests application of the term comparison essay.

The student will write an essay choosing an appropriate means of organization.

Verbs used to indicate comprehension is being assessed include:

apply	demonstrate
illustrate	interpret
sketch	solve
use	write
dramatize	practice

Analysis

Analysis involves examining another person's work and seeing how it was put together. Analysis is a more difficult intellectual task than exhibiting comprehension yourself.

Verbs used to indicate an assessment involves analysis include:

analyze	compare
contrast	appraise
categorize	distinguish
differentiate	discriminate
calculate	criticize

Synthesis

Synthesis is the process of identifying, assembling and arranging elements into a whole. In synthesis, the person creates a new organization that the elements didn't previously have. Synthesis involves some creativity.

Verbs used to indicate an assessment involves synthesis include:

compose	construct
assemble	create
design	develop
plan	organize
propose	write

Evaluation

The highest level of cognition in the original version of Bloom taxonomy of educational objectives is evaluation. The evaluator makes judgments about how something ranks in its category.

Verbs used to indicate that an assessment involves evaluation include:

appraise	argue
assess	compare
defend	judge
rate	select
choose	evaluate

Writing teachers & the taxonomy

To help you make the connection between this material and teaching writing, check this synopsis of ways to use the taxonomy in teaching writing. It should give you just enough information that you'll know what to look for as you read other pages about setting goals and assessing achievment.