UNIT 4.

1: BLOOM'S TAXONOMY

1. Introduction to Bloom's Taxonomy

Bloom's Taxonomy is a framework used by teachers to classify learning objectives according to different levels of thinking.

It was developed by Benjamin Bloom and his colleagues to help educators design lessons, learning activities and
assessments that move learners from simple thinking to complex thinking.

The taxonomy helps teachers answer the question:

"What kind of thinking do I want learners to demonstrate?"

Instead of only asking learners to memorise information, Bloom's Taxonomy encourages teachers to develop higher -order
thinking skills such as analysing, evaluating and creating.

Bloom's Taxonomy is commonly used in:

• Lesson planning
• Assessment design
• Curriculum development
• Classroom questioning
• Learning outcomes

THE HIERARCHY OF BLOOM'S TAXONOMY

Bloom's Taxonomy is arranged from the simplest level of thinking to the most complex.

Lower-Order Thinking Skills (LOTS)

1. Remembering
2. Understanding
3. Applying

Higher-Order Thinking Skills (HOTS)

4. Analysing
5. Evaluating
6. Creating

A learner must usually master the lower levels before effectively performing at the higher levels.

Think of Bloom's Taxonomy as a ladder:

Creating
↑
Evaluating
↑
Analysing
↑
Applying
↑
Understanding
↑
Remembering

LEVEL 1: REMEMBERING

Meaning

Remembering is the ability to recall information exactly as it was learned.

At this level, learners are not expected to explain or analyse information.

They simply retrieve knowledge from memory.

Key Question

"What do you remember?"

Action Verbs

• Define
• Recall
• List
• Memorise
• Recognise
• Identify
• Name
• Locate

Example

English FAL

Question:

Define a noun.

Answer:

A noun is a naming word.

The learner only recalls information.

No understanding or explanation is required.

Mathematics

Question:

State the formula for the area of a rectangle.

Answer:

Area = Length × Width

Again, only memory is required.

Common Mistake by Student Teachers

Many student teachers think that if learners answer questions, they are thinking critically.

This is not always true.

Questions such as:

• What?
• When?
• Who?
usually assess remembering.

Tutor Tip

Ask students:

Is the learner merely recalling information or doing something more?

If the answer is "just recalling," then it is Remembering.

LEVEL 2: UNDERSTANDING

Meaning

At this level learners show that they understand the meaning of information.

They can explain concepts in their own words.

They can summarise and interpret information.

Key Question

"Can you explain it?"

Action Verbs

• Explain
• Summarise
• Interpret
• Describe
• Compare
• Contrast
• Classify
• Paraphrase

Example

English FAL

Question:

Explain the main idea of the poem.

The learner must show understanding of the poem.

Life Sciences

Question:

Explain the process of photosynthesis.

The learner is not simply memorising.

They must demonstrate comprehension.

Difference Between Remembering and Understanding

Remembering

What is photosynthesis?

Understanding

Explain photosynthesis in your own words.

Understanding requires deeper thinking than remembering.

Tutor Activity

Give students a concept and ask them:

1. Define it.
2. Explain it.

Then discuss how Question 1 tests remembering while Question 2 tests understanding.

LEVEL 3: APPLYING

Meaning

Applying occurs when learners use what they know in a new situation.

Knowledge is transferred from theory into practice.

Key Question

"Can you use what you learned?"

Action Verbs

• Apply
• Use
• Demonstrate
• Solve
• Implement
• Execute
• Operate
• Practice

Example

Mathematics

Learners learn a formula.

Question:

Calculate the area of a classroom that is 8m long and 5m wide.

The learner must use the formula in a real situation.

English FAL

Learners learn punctuation rules.

Question:

Rewrite the paragraph using correct punctuation.

The learner applies knowledge.

Why This Level Is Important

Many learners can remember information but struggle to use it.

Teachers should therefore create opportunities for practical application.

LEVEL 4: ANALYSING

Meaning

Analysing involves breaking information into parts and examining relationships.

Learners investigate, compare and identify patterns.

Key Question

"Why does this happen?"

Action Verbs

• Analyse
• Compare
• Contrast
• Differentiate
• Organise
• Examine
• Investigate
• Deconstruct

Example

Literature

Question:

Compare the themes of two poems.

The learner must identify similarities and differences.

History

Question:

Analyse the causes of apartheid.

The learner must examine several factors and explain relationships.

Characteristics of Analysis Questions

Learners must:

• Break information apart

• Examine relationships
• Identify causes
• Compare ideas
• Draw conclusions

Tutor Tip

Students often confuse analysing and evaluating.

Remember:

Analysing

Breaking information apart.

Evaluating

Making judgments about information.

LEVEL 5: EVALUATING

Meaning

Evaluating involves making judgments based on evidence or criteria.

Learners must support their opinions with reasons.

Key Question

"What is your judgement?"

Action Verbs

• Evaluate
• Judge
• Assess
• Critique
• Justify
• Defend
 • Validate

Example

Literature

Question:

Do you think the main character made the correct decision? Justify your answer.

The learner must give an opinion and support it.

Education

Question:

Evaluate the effectiveness of group work in the classroom.

The learner weighs advantages and disadvantages before reaching a conclusion.

Important

An opinion alone is not evaluation.

The opinion must be supported with evidence.

LEVEL 6: CREATING

Meaning

Creating is the highest level of Bloom's Taxonomy.

Learners produce something new using their knowledge.

Key Question

"What can you create?"

Action Verbs

• Create
• Design
• Generate
• Invent
• Construct
• Develop
• Formulate
• Plan
Example

English FAL

Question:

Write your own poem about social media.

The learner creates something original.

Natural Sciences

Question:

Design an investigation to test water quality.

The learner develops a new plan.

Why It Is The Highest Level

Learners combine:

• Knowledge
• Understanding
• Application
• Analysis
• Evaluation

to produce something new.

IMPORTANCE OF BLOOM'S TAXONOMY FOR TEACHERS

Bloom's Taxonomy helps teachers:

Plan lessons

Teachers can ensure lessons include different levels of thinking.

Design assessments

Tests should not only assess remembering.

They should also assess higher-order thinking skills.

Promote critical thinking

Learners become problem-solvers rather than passive recipients of information.

Support CAPS

South African CAPS encourages higher-order questioning and critical thinking.

COMMON EXAM QUESTIONS FOR [Link] STUDENTS

Question 1

Differentiate between lower-order and higher-order thinking skills.

Answer

Lower-order thinking involves remembering, understanding and applying knowledge.

Higher-order thinking involves analysing, evaluating and creating knowledge.

Question 2

Why is Bloom's Taxonomy important in assessment?

Answer

It helps teachers design assessments that measure different levels of cognitive development and promotes critical thinking.

Question 3

Provide one example of a question for each level of Bloom's Taxonomy using your teaching subject.

Answer

(Students should provide subject-specific examples.)

QUICK SUMMARY TABLE

Level Meaning Key Verbs

Remembering Recall facts Define, List, Identify
Understanding Explain meaning Explain, Describe, Summarise
Applying Use knowledge Apply, Solve, Demonstrate
Analysing Break apart information Analyse, Compare, Examine
Evaluating Make judgments Evaluate, Judge, Justify
Creating Produce something new Create, Design, Develop