Bloom's Taxonomy cognitive domain as a six-level framework for classifying examination questions¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article uses Bloom's cognitive domain, established by Benjamin Bloom in 1956, as the organizing framework for analyzing assessment. It comprises "six levels i.e. knowledge, comprehension, application, analysis, synthesis and evaluation", ordered from remembering previously learned material to making judgments based on criteria. The study operationalizes each level through keyword lists (e.g., list, summarize, solve, analyze, design, evaluate) that an expert committee used to classify examination questions manually.

Design Implications¶

Context¶

Requirements¶

• Questions must be classifiable by level-specific keywords, requiring an expert committee for manual categorization

Constraints¶

• The framework as applied here classifies written examination questions only; the article notes the teacher-student interaction aspect was not studied

Target Learners¶

• undergraduate and postgraduate university students

Target Learning Objectives¶

• cognitive skills across the six Bloom levels, from factual recall to evaluation

Claims¶

• Exam Questions Concentrate Lower Bloom Levels [+M]

Related Theories¶

• Bloom's Taxonomy as a six-level scheme for classifying the cognitive level of multiple-choice questions
• Three-domain taxonomy of algebra learning outcomes: conceptual knowledge, procedural knowledge, and procedural flexibility

Examples¶

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Key Sources¶

• Anees, S. (2017). Analysis of Assessment Levels of Students’ Learning according to Cognitive Domain of Bloom’s Taxonomy. https://eric.ed.gov/?id=ED586762