Editing Bloom's taxonomy (section)

{{short description|Classification system in education}}

'''Bloom's taxonomy''' is a framework for categorizing [[Educational aims and objectives|educational goals]], developed by a committee of educators chaired by [[Benjamin Bloom]] in 1956. It was first introduced in the publication ''Taxonomy of Educational Objectives: The Classification of Educational Goals''. The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.

The cognitive domain, the most widely recognized component of the taxonomy, was originally divided into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. In 2001, this taxonomy was revised, renaming and reordering the levels as Remember, Understand, Apply, Analyze, Evaluate, and Create. This domain focuses on intellectual skills and the development of [[critical thinking]] and problem-solving abilities.

The affective domain addresses attitudes, emotions, and feelings, moving from basic awareness and responsiveness to more complex values and beliefs. This domain outlines five levels: Receiving, Responding, Valuing, Organizing, and Characterizing.

The psychomotor domain, less elaborated by Bloom's original team, pertains to physical skills and the use of motor functions. Subsequent educators, such as Elizabeth Simpson, further developed this domain, outlining levels of skill acquisition from simple perceptions to the origination of new movements.

Bloom's taxonomy has become a widely adopted tool in education, influencing instructional design, assessment strategies, and learning outcomes across various disciplines. Despite its broad application, the taxonomy has also faced criticism, particularly regarding the hierarchical structure of cognitive skills and its implications for teaching and assessment practices.