Bloom’s taxonomy identifies six levels of learning, from the most basic (i.e., recalling facts) to the most complex (i.e., evaluating information). For instance, when she creates a tiered assignment, the teacher often develops three levels of activities. For the lowest level, she might develop activities that assess students’ knowledge and comprehension; for the middle group, she might assess their ability to apply and analyze information; for the high group, she might require them to synthesize and evaluate the information. The tables below present the hierarchy of six levels of learning. For each level of learning, the table provides verbs teachers often use when designing product assignments or test questions.
|Bloom’s Taxonomy (original*)|
|Knowledge||identify, list, arrange, define, describe, label, match, order|
|Comprehension||classify, summarize, predict, locate, discuss|
|Application||compute, demonstrate, show, solve, write|
|Analysis||compare, contrast, experiment, model, separate|
|Synthesis||arrange, combine, formulate, revise, propose|
|Evaluation||argue, defend, justify, appraise|
*Published in 1956.
|Bloom’s Taxonomy (revised**)|
|Understanding||categorize, summarize, compare, explain, give examples, predict|
|Applying||perform lab test, solve a math problem, write an essay using correct grammar and punctuation|
|Analyzing||differentiate, draw conclusions, organize|
|Evaluating||determine, judge, critique, test|
|Creating||generate, plan, construct, design|
**Drafted in 1999 in response to new evidence about students’ development and educational practices.