Blooms Taxonomy of Eductional Objective
Benjamin Bloom’s Cognitive Theory of Educational Objectives
The Bloom’s taxonomy is a multi-tiered model of thinking. Bloom believed that humans operate on six levels of cognition which are knowledge, comprehension, application, analysis, and evaluation. Using these factors, I will seek to discuss the major points of bloom’s theory and how this cognitive theory may assist teachers in their classrooms. In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behaviour imperative to learning. Bloom found that
95 % of the test questions students’ encounter requires them to think only at the lowest possible level that is the recall of information. Bloom also rationalise that it was of the fore most significance to develop a process by which specifications of educational objectives can be organised according to their cognitive complexity; the birth of Bloom’s taxonomy. The taxonomy is described as a hierarchy; because it was reasoned that comprehension relies on prior mastery of knowledge or facts, application depends on comprehension of relevant ideas, and so on through the remaining levels. (Snowman and Biehler 2006). Additionally it refers to a classification of the different objectives that educators set for students learning objectives.
Bloom states that each subsequent level depends upon the student’s ability to perform at the level or levels that precede it. Woolfolk ( 2001) proposes that these objectives are commonly referred to as a hierarchy but Seddon, (1978) indicates that this is not entirely accurate, by making mention to the fact some subject like Mathematics do not fit this structure very well. However Bloom’s Taxonomy is still considered to this day as the one of the most significant writings of the twenty first century. Knowledge may be viewed as remembering previously learned information, such as facts, terms, procedures and principles.
The Bloom’s taxonomy is a multi-tiered model of thinking. Bloom believed that humans operate on six levels of cognition which are knowledge, comprehension, application, analysis, and evaluation. Using these factors, I will seek to discuss the major points of bloom’s theory and how this cognitive theory may assist teachers in their classrooms. In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behaviour imperative to learning. Bloom found that
95 % of the test questions students’ encounter requires them to think only at the lowest possible level that is the recall of information. Bloom also rationalise that it was of the fore most significance to develop a process by which specifications of educational objectives can be organised according to their cognitive complexity; the birth of Bloom’s taxonomy. The taxonomy is described as a hierarchy; because it was reasoned that comprehension relies on prior mastery of knowledge or facts, application depends on comprehension of relevant ideas, and so on through the remaining levels. (Snowman and Biehler 2006). Additionally it refers to a classification of the different objectives that educators set for students learning objectives.
Bloom states that each subsequent level depends upon the student’s ability to perform at the level or levels that precede it. Woolfolk ( 2001) proposes that these objectives are commonly referred to as a hierarchy but Seddon, (1978) indicates that this is not entirely accurate, by making mention to the fact some subject like Mathematics do not fit this structure very well. However Bloom’s Taxonomy is still considered to this day as the one of the most significant writings of the twenty first century. Knowledge may be viewed as remembering previously learned information, such as facts, terms, procedures and principles.