Bloom’s Revised Taxonomy

Bloom’s Taxonomy is one of the most widely recognized frameworks for defining learning objectives, particularly in the eLearning industry. Despite its popularity, many professionals remain only vaguely familiar with its purpose and practical application. In this article, I aim to demystify Bloom’s Taxonomy, explore its relevance in today’s educational (eLearning, instructional design) landscape, and provide actionable insights on how to implement it effectively in training programs.

Originally introduced in 1956 by educational psychologist Benjamin Bloom, the taxonomy was designed as a framework for categorizing learning objectives. In 2001, it underwent a significant revision to align with the evolving needs of modern education and training, incorporating changes that reflect the cultural and technological shifts of recent decades. Now, as we navigate the transformative era of artificial intelligence (AI), it’s worth considering whether Bloom’s Taxonomy is due for yet another revision to address the unique challenges and opportunities of contemporary learning environments.

While objectives in life help us focus our attention and efforts on what we want to accomplish, in training, Bloom’s Taxonomy provides a structured framework for defining educational and training objectives. Each objective consists of two components: a verb and a noun. The verb describes the intended cognitive process, while the noun identifies the type of knowledge learners are expected to construct.

Although Bloom’s Taxonomy is most commonly depicted as a pyramid, I believe this depiction can be misleading. It suggests that learners must master lower-order thinking skills like memorization before they can progress to more complex cognitive processes, such as analyzing or creating. While this progression is often logical, learning doesn’t always follow a strict hierarchy. Instead, I will present the taxonomy as a table, as shown in the revised version of the book, to better illustrate its two dimensions: the Knowledge Dimension and the Cognitive Process Dimension. These dimensions provide a more flexible and comprehensive view of learning objectives.

The Knowledge Dimension

The four types of knowledge described in Bloom’s Taxonomy may not align perfectly with formal psychological models of knowledge representation, but they are incredibly useful for designing instruction and assessment. These categories help instructional designers go beyond teaching isolated content elements, enabling learners to connect new information to more organized and meaningful bodies of knowledge.

In instructional design, decisions about what to teach are critical, as knowledge can be constructed in various ways. Learners are active agents in their own learning process, selecting the information they will focus on and engage with. The four types of knowledge outlined in Bloom’s Taxonomy provide a valuable framework for distinguishing what should be taught. Their broad applicability ensures they can be used across different grade levels and subject areas, making them a versatile tool for instructional designers aiming to create effective and impactful learning experiences.

1. Factual Knowledge

Factual knowledge forms the foundation of any discipline. It includes the essential elements that learners must understand to become familiar with a subject and solve problems within it. This type of knowledge encompasses the basic concepts and details that experts use to communicate about, comprehend, and organize their understanding of a discipline. Bloom’s Taxonomy divides factual knowledge into two subtypes: Knowledge of Terminology and Knowledge of Specific Details and Elements.

Knowledge of Terminology

Knowledge of terminology refers to the basic language of a discipline—the shorthand used by experts to articulate their understanding and communicate effectively. It consists of the labels and symbols necessary for discussing phenomena within the field. Mastering terminology is a crucial step for learners to engage with and grasp foundational concepts.

Examples

• The alphabet.
• Scientific terms, such as the labels for parts of a cell or the names of subatomic particles.

Knowledge of Specific Details and Elements

Knowledge of specific details and elements includes the critical facts, events, locations, people, dates, and other details that experts consider important in their field. This knowledge often involves precise information, such as the exact date of a historical event or the specific magnitude of a scientific phenomenon. It also includes familiarity with notable books, writings, and other resources on specialized topics or problems.

Examples

• Knowledge of major products and exports of different countries.
• Awareness of reliable sources for making informed purchasing decisions.