Bloom's Taxonomy

Bloom's taxonomy is a hierarchical framework used to classify educational objectives and learning outcomes based on cognitive level. It was developed by a group of educational psychologists led by Benjamin Bloom in the 1950s. The taxonomy provides a structured way of categorizing the different levels of thinking that students can engage in, from simple recall of information to higher-order cognitive processes.

This is not meant to provide an exhaustive list of verbs but, rather, to be used as a guide and starting point when writing and revising objectives.

Remember

Recalling facts, terms, and foundational concepts through the retrieval of relevant knowledge from long-term memory.

• Factual: list HPV subtypes associated with cutaneous carcinogenesis
• Conceptual: name the steps of an inflammatory process
• Procedural: locate the cervix and cervical os with the speculum
• Metacognitive: identify three strategies for reading long passages of unfamiliar material
• Verbs: Choose, cite, define, find, identify, label, list, locate, match, name, omit, record, reproduce, select, state

Understand

Constructing meaning from oral, written, and graphic information; explaining ideas in one’s own words.

• Factual: describe the characteristics of the gut-associated lymphoid tissue (GALT).
• Conceptual: explain the concept of differentiation
• Procedural: outline the steps of a successful clinical encounter for a focused acute neurologic complaint
• Metacognitive: discuss at least three effects self-reflection skills have on academic performance
• Verbs: Annotate, categorize, classify, compare, contrast, describe, discuss, distinguish, explain, extrapolate, outline, paraphrase, restate, summarize

Apply

Using information to solve problems and execute procedures in novel contexts and situations.

• Factual: Calculate the pulse pressure and the mean arterial pressure
• Conceptual: Illustrate the cellular mechanism of action of adrenocortical hormones
• Procedural: Perform soft tissue and DMFR of the thoracic region  
• Metacognitive: Use studying techniques that aligns with one’s strengths
• Verbs: Calculate, compute, construct, demonstrate, develop, draw, examine, illustrate, interpret, model, operate, perform, plan, predict, solve, use

Analyze

Breaking material into its foundational parts and exploring how those parts relate to one another.

• Factual: diagram the enzymes and substrates involved in the formation of fibrin polymers
• Conceptual: differentiate between pre-renal failure, intrinsic renal failure, and post renal failure based on a clinical evaluation
• Procedural: inspect a urinalysis for color, appearance, odor, pH, specific gravity, and protein.
• Metacognitive: reflect on a situation where someone did not agree with your stance on vaccines
• Verbs: Appraise, debate, diagram, differentiate, discriminate, dissect, infer, inspect, integrate, investigate, reflect, relate, survey, test

Evaluate

Defending one’s own opinion and making judgments based on criteria and standards.

• Factual: critique research studies investigating the effects of osteopathic manipulative techniques
• Conceptual: justify clinical uses of antiarrhythmic drugs based on their mechanisms of action
• Procedural: determine relevant physical exam components to be done based on chief complaint
• Metacognitive: assess personal effectiveness as a member of small group in a medical education setting
• Verbs: Argue, assess, conclude, critique, deduct, defend, determine, evaluate, judge, justify, monitor, prioritize, prove, recommend, support, verify

Create

Generating new ideas, products, or perspectives by synthesizing diverse elements into a cohesive whole.

• Factual: hypothesize the impact of potential treatment strategies in patient cases
• Conceptual: construct a treatment plan for hypertension
• Procedural: compose a SOAP Note with an assessment and plan for the patient encounter
• Metacognitive: formulate a plan for engaging in personal and professional development
• Verbs: Adapt, build, compile, compose, construct, create, design, develop, formulate, hypothesize, prepare, propose, revise

References and Resources 

• Anderson, L.W., Krathwohl, D (Eds) (2001) A Taxonomy for learning, teaching and assessing; a revision of Bloom's Taxonomy of Educational Objectives. New, York, Longman
• Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved February 7, 2024
• Bloom, B.S.(Ed) (c1956-64) Taxonomy of Educational Objectives; the classification of educational goals by a committee of college and university examiners. New York, D. McKay
• Northern Illinois University Center for Innovative Teaching and Learning. (2020). Bloom's taxonomy. In Instructional guide for university faculty and teaching assistants.
• Wilson, L. O. (2020). Understanding the Revised Version of Bloom’s Taxonomy. 

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