Bloom’s Taxonomy refers to a framework of hierarchical system of classifying cognitive affective and psychomotor skills or domains to help the students for learning and teachers for teaching. As per our assignment help experts, This framework is used by the educators and curriculum designers in creating create the learning objectives for a specific course. In this framework, cognitive domain is related to development knowledge and intellectual skills of an individual. This domain includes recognition or recall of procedural patterns, specific facts and perceptions that contribute in development of intellectual skills and abilities (Adams, 2015). In addition, the affective domain is related to development of feelings or emotional areas of an individual. The objectives of this domain focus on growth and awareness in feelings, attitudes and emotions. As well as, the psychomotor domain describes development of physical or manual skills.
Use of Bloom’s Taxonomy by educators and students:
Bloom’s Taxonomy is helpful for the educators or teachers as it provides a common language for the teachers to exchange and discuss assessment and learning methods. With the help of Bloom’s Taxonomy the teachers can derive specific learning objectives as it is most commonly used framework in assessing the learning at cognitive level. It is an effective framework on increasing understanding of an individual and educational process (Pappas et al., 2013). In this concern, the teachers can perceive and understand the critical cognitive development and transform the lower-level skills of students into higher-order thinking. For example, the comprehensive complex problems and recalling facts consent to students to apply their knowledge to the parallel problems. According to Cox et al., (2014), Bloom’s Taxonomy is an excellent heuristic for the educators in understanding the varying levels of psychomotor, cognitive and affective domains of the students. It is helpful in terms of matching the assessment of teachers with level of the objectives. With the help of this taxonomy the teachers can attain the outcome goals of the academic program or class. As well as, the students can produce a unique and original end product, which will fulfill the given purpose rather than being wrong or right including abstract relations, plan of operations and unique communication. In this concern, both educators and students can use Bloom’s Taxonomy in developing learning skills in an effective manner.
Higher-order thinking skills
Development of higher-order thinking skills will be helpful in accomplishing learning objectives of bigger complexities. In order to develop the higher-order thinking, at first the students must be master of lower-level skills as it will develop a strong base for further development. For this the students will focus on ‘remembering’, ‘understanding’ and ‘applying’ levels of Bloom’s Taxonomy that are learned in the course (Doyle et al., 2014). With progress of the program, the students will engage in depth understanding by concentrating on ‘analyzing’, ‘evaluating’ and ‘creating’ levels of the Bloom’s Taxonomy.
Application of Bloom’s Taxonomy during studies:
Bloom’s Taxonomy can be applied during studies through below steps:
- The individuals must understand the concept and remember it.
- The concept must be understood before applying.
- The process must be analyzed before evaluating.
- A thorough evaluation must be completed to produce an exact conclusion
Considering the above steps the Bloom’s Taxonomy framework may be applied into studies in appropriate manner.
Adams, N. E. (2015) Bloom’s taxonomy of cognitive learning objectives, Journal of the Medical Library Association: JMLA, 103(3), pp. 152-157.
Cox, K., Imrie, B. W., and Miller, A. (2014) Student assessment in higher education: a handbook for assessing performance. USA: Routledge.
Doyle, K., Hungerford, C., and Cruickshank, M. (2014) Reviewing tribunal cases and nurse behaviour: putting empathy back into nurse education with Bloom’s taxonomy, Nurse education today, 34(7), pp. 1069-1073.
Pappas, E., Pierrakos, O., and Nagel, R. (2013) Using Bloom’s Taxonomy to teach sustainability in multiple contexts, Journal of Cleaner Production, 48, pp. 54-64.