The Idea For Bloom's Taxonomy

1699 Words Mar 20th, 2016 7 Pages
The idea for Bloom’s Taxonomy was born in 1948 during an informal meeting at the American Psychological Association Convention in Boston, by Benjamin S Bloom and a committee of over 30 leading educators. (Bloom, Engelhart, Furst, Hill & Krathwol, 1956 p. 4) Although the taxonomy is general referred to as Bloom’s Taxonomy, the work is considered a group product that came form many revisions. (Bloom et al., 1956 p.9) The original work of Bloom’s Taxonomy (OW) came in the form of handbook, titled the Taxonomy of Educational Objectives: The Classification of Educational Goals. The Taxonomy of Educational Objectives consisted of the cognitive, affective and psychomotor domain. (Bloom et al., 1956 p. 7) The cognitive domain focused on sex level …show more content…
(Bloom et al., 1956 p. 12) The committee likened its taxonomy system, to the classification of book in a library. (Bloom et al., 1956 p. 9) The OW classifications are; 1) Knowledge 2) Comprehension 3) Application 4) Analysis 5) Synthesis and 6) Evaluation. (Bloom et al., 1956 p. 18) These six classifications comprise a tiered learning system that teachers used to push students through when implementing an instructional model based on the Taxonomy of Educational Objectives in the OW. Each classification level presented a higher amount of rigor, which required students to think more critically. (McKay, 1956) The OW of Bloom’s taxonomy suggested that critical thinking and higher order skills are essential to student development. Essentially, the OW was designed to provide teachers with a linear framework to develop higher order skills and critical thinking in students through the utilization of increasingly advanced questions. (Pual, 1985) the OW’s six classifications require increasingly advanced levels of abstract from students as they progressed through the classification levels. (Mckay, 1956) These hierarchical classifications found in the OW of Bloom’s taxonomy are; knowledge, comprehension, application, analysis, synthesis, and evaluation. (Bloom et al., p. 18)
In the OW, knowledge, comprehension and application are considered lower order thinking skills. While analysis,
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