Blooms Taxonomy (Revised)
6
Cognitive Levels
Revised 2001
1956
Original
Bloom et al
Verbs
The Tool
Action verbs by level
simple at the base, complex at the top
The Cognitive Pyramid
Each tier requires the ones beneath it. Skipping levels in objective writing produces goals that cannot be assessed.
Remember
L1verbs: define, list, identify, recall
List the protected classes
Understand
L2verbs: describe, summarize, paraphrase, classify
Describe the FCRA process
Apply
L3verbs: solve, demonstrate, calculate, implement
Calculate compa-ratio for a team
Analyze
L4verbs: compare, contrast, distinguish, examine
Compare two performance frameworks
Evaluate
L5verbs: judge, defend, critique, assess
Critique a training proposal
Create
L6verbs: design, formulate, plan, develop
Design a new training curriculum
Exam Traps
Bloom was REVISED in 2001
Original 1956 had Knowledge at the bottom and Synthesis (now Create) at the top. Modern PHR uses the revised verbs: Remember, Understand, Apply, Analyze, Evaluate, Create.
Higher levels REQUIRE lower ones
You cannot Analyze without first being able to Apply. Skipping levels in objective writing produces unenforceable goals.
Vague verbs do not produce measurable objectives
"Understand the policy" is unmeasurable. "Compare the policy with industry standard" is Analyze-level and assessable.
Multiple choice fits Remember/Understand
Higher-order Bloom levels (Apply, Analyze, Evaluate, Create) require richer assessments — case studies, projects, work samples.
Vague verbs fail
"Know," "understand," "appreciate" do not produce measurable objectives. Pick a specific Bloom verb.
Match assessment to level
Apply Analyze Evaluate Create are higher-order. They need richer assessment than multiple choice.
Name the five mother sauces.
Explain how béchamel differs from velouté.
Make a béchamel from a recipe.
Compare your béchamel to the chefs. What is different?
Judge whether this béchamel is appropriate for the dish.
Develop a new sauce inspired by béchamel for a fusion menu.
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