Bloom's Taxonomy is a way of evaluating educational goals as they relate to student performance. The taxonomy was developed originally as more of a measurement tool, to serve as a common language about learning goals to help individuals communicate ideas pertaining to subject matter and grade levels. The idea was that this common language would serve to facilitate a basis for determining a particular curriculum, and the alignment of objectives, activities, and assessments (Krathwohl, 2002).
According to Halawi, McCarthy, and Pires (2009) Bloom, Englehart, Furst, Hill, and Krathwohl categorized learning into three domains of behavior, cognitive, affective, and psychomotor. Bloom further categorized these domains into simple and complex classifications. The cognitive domain deals with the recall or recognition of knowledge and the development of intellectual abilities and skills. The affective domain concerns changes in interest, attitudes, and values, and the development of appreciations and adequate adjustment. The psychomotor domain encompassed the manipulative or motor-skill area. Bloom's Taxonomy applies only to acquiring knowledge in the cognitive domain, which involves intellectual skill development.
The original taxonomy addressed six categories in the cognitive domain, knowledge, comprehension, application, analysis,...
Briefly knowledge is defined as the remembering or recalling of appropriate, previously learned information and describes the ability to define, describe, identify, label, list, match, and name. Comprehension involves understanding the meaning of informational materials. Application refers to the use of previously learned information in new and concrete situations to solve problems. Analysis is the breaking down of informational materials into their component parts and trying to understand the organizational structure of such information (Bloom, 1956).
A revised version of the taxonomy was created in 2000. A significant change from the original version was the reordering of the domains whereby creativity became a higher order thinking skill than evaluation.
Evaluation is the ability judge the value of material based on personal values and/or opinions. This level is where the learner is required to make judgments about the value of ideas, items, materials, and more. It is at this level where students are expected bring in all they have learned to make informed and sound evaluations of…
Bloom's Taxonomy: Nursing Education Like most areas of life, education has increased in complexity. Many new philosophies and a deeper understanding of the human mind have brought about a myriad new ways to educate students for their future lives and careers. Further complicating this is the fact that not all students respond uniformly to the same educational system or method. In addition, specific areas of study and their related professions have
Nursing Education Assessment Project Coursework early in a nursing education program covers a broad range of topics and extensive amount of details must be committed to memory. Assessments that are directly tied to coursework are primarily formative assessments, which demonstrate the ongoing learning over the period of the course. Formative assessments generally take the form of quizzes and clinical demonstrations of a particular knowledge set recently covered in during a class
Bloom's Taxonomy: Grading Reading Comprehension Bloom's Taxonomy offers a sequential method of grading a student's ability to comprehend a higher-level work of academic writing. According to Granello (2010), while she grants that the stages of the taxonomy are not absolutes, they are useful in painting a general portrait of how the "predominant skills and assumptions are perceived" by the teacher of the student's maturity and depth of perception (Granello 2001, 299). The
Reflective Teaching This last element of diversity education also creates a place for reflective teaching, which is also directly encouraged by an examination and application of Bloom's taxonomy of learning. Analyzing student achievement with an eye towards the improvements diversity education is expected to instill allows for a deeper analysis of the teaching methods and perspective being utilized. The direct application of Bloom's taxonomy in the development of lesson plans and
Blueprint for Evaluating Patient Safety Competency in Nursing Students Ever since the report To Err is Human was published in 2000 by Kohn and colleagues, healthcare stakeholders in Western countries have intensified reform efforts designed to increase patient safety. The report revealed that nearly 100,000 patients were dying annually from medical errors in the 1990s, a statistic that caught the attention of legislators, healthcare policymakers, clinicians, patients, and the general
The Old vs. the New Versions of Learning Classifications The classification levels of intellectual behavior advocated by Benjamin Bloom and his fellow educational psychologists in 1956 were listed as verbs (Atherton, 2013). In their time, intellectual behavior was seen as a formal and concrete accomplishment; hence, they were stated as nouns. They gave strongest recognition to knowledge, followed by comprehension, application, analysis, synthesis, and, last, analysis. Bloom's taxonomy classifies learning objectives,