Bloom's and

Anderson's
Taxonomy
 Creating Evaluating Analyzing

Remembering Understanding Applying

 Creating
Putting elements together to form a functional
whole and reorganizing elements into a new
pattern or structure by planning or producing.
 Evaluating
Making judgments based on criteria
and standards through checking and
critiquing.
 Analyzing

Breaking material or concepts into parts,

determining how the parts interrelate to
one another or to an overall structure or
purpose.
 Remembering

When memory is used to produce

definitions, facts or lists, or recite
or retrieve material.
 Understanding

Constructing meaning from

different types of functions be
they written or graphic.
 Applying

Where learned material is used through

products like models, diagrams,
presentations, interviews, and
simulations.
 Figure 7. Bloom's and Anderson's
Taxonomy of Objectives

Other than Bloom's taxonomy, the most popular

among taxonomies of objectives, are other taxonomies
of learning objectives that include simple thinking skills
and higher order thinking skills. Below are taxonomies
of McTighe and Wiggins, Marzano, Fink and Biggs and
Collins. All of these taxonomies of objectives include
objectives from the lowest to the highest levels.
 McTighe and Wiggins (McTighe, 2018) in their
Understanding by Design (UbD) described four key types
of educational goals - knowledge, basic skills, long-term
understanding and long-term transfer goals.They also
cited 6 facets of understanding.

Knowledge goals specify the knowledge that students should

know while basic skills state what students should be able to
do. Understanding goals refer to students' grasp of big ideas.
Learner's understanding is demonstrated when they can:
 Explain - Provide explanations

Interpret - Identify means

Apply - Use knowledge in new situation

Have perspective - See viewpoints through critical eyes

Emphatize - Able to find value in what others may find odd

Have self-knowledge - Aware of what they do not understand

 Long-term transfer goals refer to students'
capacity to apply what they have learned to new
situation or different context. Long-term transfer
goals are often transdisciplinary in nature. They
encompass complex skills like critical thinking,
collaboration, developmental habits of mind such
as persistence and self-regulation. (McTighe,
2018)
 Fink's Taxonomy for Significant
Learning (Fink, 2003) includes
1. Caring- developing new feelings, interests and values

2. Learning how to learn- becoming a self-directed learner

3. Integration-connections

4. Human Dimension-learning about self and others

5. Application- skills (critical, creative and practical thinking)

6. Foundational knowledge understanding and remembering

 Like Bloom and Anderson, Marzano, Fink,
McTighe and Wiggins, Biggs also begins with
the simplest cognitive skill.

The Structure of the Observed Learning Outcome (SOLO) is a means of

classifying learning outcomes in terms of their complexity. Learning
becomes more complex as it progresses Teaching-learning begins with one
or few aspects of the task (unistructural), then tackling several aspects of the
task unrelated and so tasks that are independent of each other
(multistructural) then integrating the multiple aspects into a whole
(relational), and finally generalizing into something abstract (extended
abstract).
In summary, all the taxonomies of objectives or
outcomes discussed in the foregoing paragraphs
begin with the cognitive process at the lowest level
becoming more complex and higher in level as one
goes higher in the taxonomy of objectives. Good
learning outcomes are concerned not only with the
cognitive process in the lower level like remembering
but also with more complex outcomes in the higher
cognitive level such as applying, evaluating and
creating.
 Good learning outcomes are SMART Specific,
Measurable, Attainable, Result oriented and
Time-bound.

"To discuss everything that you learned from this

course" is not a good learning outcome. It is not
specific. But "to illustrate with a concrete example at
least 5 principles of learning" is a good learning
outcome. Good learning outcomes are stated using
behavioral terms.
 Good learning outcomes are useful and
relevant to the learners.
The learning outcomes are for the learners to attain
at the end of the lesson. It is easier for the learners
to realize the learning outcomes if they are of use
and of relevance to them. If the learning outcomes
are relevant, the learners see the importance or
significance of realizing the learning outcomes in
their life. It is quite difficult for learners to learn
something which has no relevance to their life.
 THANK YOU

Remembering Understanding Applying Analyzing Evaluating Creating