Bloom's taxonomy

The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities.

The cognitive domain, the most widely recognized component of the taxonomy, was originally divided into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.

Subsequent educators, such as Elizabeth Simpson, further developed this domain, outlining levels of skill acquisition from simple perceptions to the origination of new movements.

Bloom's taxonomy has become a widely adopted tool in education, influencing instructional design, assessment strategies, and learning outcomes across various disciplines.

[10] In the 2001 revised edition of Bloom's taxonomy, the levels were renamed and reordered: Remember, Understand, Apply, Analyze, Evaluate, and Create.

[12] These levels include: This taxonomy helps educators frame psychomotor objectives in contexts such as vocational training, sports, and performing arts, where physical dexterity is central to learning outcomes.

Knowledge is categorized into specific domains: the recall of terminology and facts, understanding methods and conventions, and recognizing patterns and principles in various fields.

The emphasis on higher-order thinking inherent in such philosophies is based on the top levels of the taxonomy including application, analysis, synthesis, and evaluation.

[citation needed] Bloom's taxonomy can be used as a teaching tool to help balance evaluative and assessment-based questions in assignments, texts, and class engagements to ensure that all orders of thinking are exercised in students' learning, including aspects of information searching.