Bloom taxonomy explains the human model of thinking and how it operates. Bloom uses six level of cognitive to explain his objectives which include knowledge, comprehension, application, analysis, and evaluation where Woolfolk (2001) described them as the hierarchy (Woolfolk, R. L., " Woolfolk, A. E. (1979). In 1956 a group of educational psychologist developed different levels of intellectual imperative to learning.
Bloom found that it was of most significant that education objective can be organized according to their level of cognitive complexity. The research done to student proved that student can encounter them to think the lowest possible level that they can recall. According to snowman and Biehler (2006) that compression relies on prior mastery of knowledge or fact, application depends on the comprehension of relevant ideas, and so on through the remaining level. Bloom state that each subsequent level depends upon the student ability to perform or level that proceeds it (Seddon, G. M. (1978). In 1978 Seddon indicated that this is not entirely accurate, by making mention to the fact some subject like mathematics does not fit this structure very well.
Knowledge is the ability to remember the previous thing that you have learned, such as fact, terms, procedure or principles. According to bloom, this involves the recall of a wide range of material from specific fact to complete theory. This is the lowest level of learning outcome in the cognitive domain (The Jean Paiget Society (2004). Paiget advocate that knowledge itself is dynamic and people build knowledge as they integrate new information with what they already know. Only after the leaner is able to recall information becomes possible to proceed to the next level.
Comprehension is grasping the meaning of information and putting it into one own word and drawing conclusion. Comprehension is beyond what you have got in knowledge level, it involves getting the main element of communication in the subject (The Jean Paiget Society. (2004). The component of comprehension includes self-regulation, interpretation, and extrapolation. At this level, a student has not begun to apply what they have learned at this point.
In bloom, taxonomy application is the third level where now a student start applying what he has learned (Snowman, Isaac. (2011). Even though it’s just above comprehension the leaner at this level solve the practical problem by applying information comprehended from the previous level. The student is expected to use the concept to solve the new situation by applying thing like rules, method, concept, laws, and theories.
In bloom, the analysis is defined as the ability to exam a problem break down into component parts so that its organizational structure may be understood (Seddon, G. M. (1978). This may involve the ability to draw conclusions from data or from information that provides factual information. It may also include asking for an explanation or interpretation of meaning from a given statement (The Jean Paiget Society. (2004). . At this point, they begin understanding the underlying Blooms Taxonomy 4 structure to knowledge. Understanding at the tier of the taxonomy charts the course for movement into synthesis. The ability to make judgments based on criteria or standards.
Evaluation refers to the ability to judge the value of material for a given purpose. In this domain, there is an expectation that the students can correlate elements in order to form a unique or functional whole (Woolfolk, R. L., " Woolfolk, A. E. (1979). This engages creativity and may consist of writing a properly organized argument or giving a speech. It also integrates learning from different areas into a plan for solving a problem or developing new classifying. Bloom's taxonomy does not only serve as a means of evaluating tasks but also provides a framework for formulating the objectives themselves.
References
Call for Papers, Symposia....The Jean Paiget Society. (2004). Cognitive Development, 19(3), I. doi:10.1016/s0885-2014(04)00053-x
Seddon, G. M. (1978). The Properties of Bloom's Taxonomy of Educational Objectives for the Cognitive Domain. Review of Educational Research, 48(2), 303. doi:10.2307/1170087
Snowman, Isaac. (2011). Benezit Dictionary of Artists. doi:10.1093/benz/9780199773787.article.b00171410
Woolfolk, R. L., " Woolfolk, A. E. (1979). Teacher Evaluation Inventory. PsycTESTS Dataset. doi:10.1037/t24843-000
