My slides for this talk can be downloaded here.

Since its introduction in 1956 and revision in 2001, Bloom’s Taxonomy has had a great influence on teaching and assessment. However, the framework is often misunderstood by educators and students. In this talk, I look at the common misconceptions about Bloom’s Taxonomy, I share how my own understanding of the framework has evolved, and I refer to arguments raised in my discussions with colleagues. I argue that thorough understanding of Bloom’s Taxonomy is useful to both teachers and learners, though the latter may not necessarily benefit from having the framework explicitly introduced to them. I use examples from my Foundation Year and Master’s students’ written assignments to illustrate how the different skills are not manifested in their work. This talk is an opportunity to brush up on your understanding of Bloom’s Taxonomy.

References

Anderson, L. W., Krathwohl, D. R., et al. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives (Complete Edition). Longman.

Berger, R. (2018, March 14). Here’s What’s Wrong With Bloom’s Taxonomy: A Deeper Learning Perspective. EducationWeek. https://www.edweek.org/education/opinion-heres-whats-wrong-with-blooms-taxonomy-a-deeper-learning-perspective/2018/03

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. David McKay Company.