Bloom's Revised Taxonomy of Cognitive Processes

Bloom's Revised Taxonomy 

Bloom's Taxonomy was developed in 1956 by educational psychologist Benjamin Bloom and a group of educators interested in categorizing educational objectives. The original taxonomy classified educational objectives into six hierarchical categories of cognitive complexity. In 2001, the taxonomy was revised to reflect the need to acknowledge and incorporate understandings about changes in education since 1956 (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, & Wittrock, 2001).

A main difference between the original and current taxonomies is that the revised uses verbs to indicate the active nature of engaging in the increasingly complex cognitive processes. Below, you will find the six processes, their associated verbs, and sample assignment prompts for each level on the taxonomy. For organizational purposes, the taxonomy is listed below from least to most complex. For a more detailed version of the revised taxonomy, see the image below.

Using Bloom's to write learning outcome statements

A key characteristic of effective learning outcomes statements is the observable verb. See below for examples. Another characteristic is the use of should instead of will, because none of us can predict what another person will or won't do. 

Cognitive Process: Remember

Key Question: Can learners recall information?
Associated and observable verbs 

cite, define, describe, draw, identify, indicate, label, list, name, outline, quote, recall, recite, recognize, reproduce

Sample prompts 

As a result of engaging in [this learning activity], students should be able to: 

  • Identify correct vocabulary definitions; 

  • Recall definitions; 

  • Recite safety rules; 

  • Label a diagram from memory; 

  • Define terms ...

Cognitive Process: Understand

Key Question: Can learners explain ideas or concepts?
Associated and observable verbs

abstract, approximate, articulate, categorize, clarify, classify, compare, construct model, contrast, convert, depict graphically, differentiate, discuss, estimate, exemplify, explain, extend, extrapolate, factor, generalize, illustrate, infer, instantiate, interpret, map, match, paraphrase, predict, represent, summarize, translate 

Sample prompts

As a result of engaging in [this learning activity], students should be able to: 

  • Explain the steps for [performing complex disciplinary task] in your their words; 

  • Give an example of each of the following…; 

  • Analyze [discipline-specific] data to...

Cognitive Process: Apply

Key Question: Can learners use the information in a different context?
Associated and observable verbs

adapt, allocate, assign, carry out, complete, compute, construct, customize, demonstrate, derive, determine, dramatize, employ, execute, exercise,  graph, implement, manipulate, operate, personalize, plot, prepare, sequence, show, simulate, solve, transcribe, use

Sample prompts

As a result of engaging in [this learning activity], students should be able to: 

  • Select the correct [theoretical] model to analyze a given data set; 

  • Illustrate the process for proper equipment use; 

  • Write an explanation about topic for others; 

  • Demonstrate [disciplinary-specific] techniques

Cognitive Process: Analyze

Key Question: Can learners break material into parts to explore relationships?
Associated and observable verbs

appraise, attribute, break down, characterize, correlate, deconstruct, diagnose, diagram, differentiate, discriminate, dissect, distinguish, focus, illustrate, inventory, organize, parse, prioritize, query, select, separate, sequence, structure, transform

Sample prompts

As a result of engaging in [this learning activity], students should be able to: 

  • Troubleshoot a problem with equipment; 

  • Distinguish between [theories / methods] within a disciplinary framework; 

  • Review a work of art in terms of form, performance, color, and texture;

  • Break material into constituent parts in order to discover relationships among parts and to the whole.

Cognitive Process: Evaluate

Key Question: Can learners justify a course of action or decision?
Associated and observable verbs

appraise, argue, assess, check, conclude, confirm, construct, counsel, critique, debate, defend, detect, determine, dispute, editorialize, judge, justify, measure, monitor, rank, rate, recommend, support, test, validate, verify

Sample prompts

As a result of engaging in [this learning activity], students should be able to: 

  • Make judgments using criteria or standards

  • Review a journal article; 

  • Write a letter to [stakeholder] expressing views on [discipline-specific concept]; 

  • Evaluate and recommend … based on given criteria; 

  • Judge the effectiveness of a sampling procedure

Cognitive Process: Create

Key Question: Can learners generate new ideas, perspectives, and/or products?
Associated and observable verbs

animate, assemble, budget, code, compile, compose, cultivate, design, devise, facilitate, format, formulate, generate, hypothesize, imagine, improve, invent, modify, plan, portray, produce , program, propose, revise, rewrite

Sample prompts

As a result of engaging in [this learning activity], students should be able to: 

  • Write an operations manual; 

  • Design a machine to perform a specific task; 

  • Create a plan to market a new product; 

  • Compose a musical piece given specific guidelines