Bloom Level

A learning taxonomy is a scale of the degree of difficulty in the learning process. Bloom's Taxonomy refers to a classification of the different objectives that educators set for students (learning objectives). The taxonomy was first presented in 1956 through the publication "The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain," by Benjamin Bloom (editor), M. D. Englehart, E. J. Furst, W. H. Hill, and David Krathwohl. It is considered to be a foundational and essential element within the education community.

All ITIL Service Management certifications use the Bloom’s taxonomy in both the construction of the learning units and in the examination which is based on the syllabus.

Bloom defines levels of learning in the COGNITIVE domain which are both sequential and cumulative. They move from the simple to the complex. This implies that in order to achieve the top level of learning, for example, the instructor must ensure that the previous levels have been mastered.

The KNOWING level:

Here the student is able to bring to mind or remember the appropriate material. The behavioural tasks associated with this level tax the student’s memory and include such tasks as defining, recalling, listing, recognizing, describing and naming.

The COMPREHENDING level:

Here the student is able to understand or grasp the meaning of what is being communicated and make use of the idea without relating it to other ideas or materials and without seeing the fullest possible meaning or translation of the idea. Behavioural tasks at this level would include stating in the students own words, giving examples of, illustrating, inferring, summarizing and interpreting. These actions involve the knowing which has taken place at the first level.

The APPLYING level:

Here the student should be able to use ideas, principles and theories in new, particular and concrete situations. Behavioural tasks at this level involve both knowing and comprehension and might include choosing appropriate procedures, applying principles, using an approach or identifying the selection of options.

The ANALYZING level:

This is the fourth level of learning described by Bloom. At this level the student is able to break down a communication (rendered in any form) into constituent parts in order to make the organization and significance of the whole clear. Breaking down, discriminating, diagramming, detecting, differentiating and illustrating are important behavioural tasks at this level and can be seen to include the previous levels of knowing, comprehending and applying. Here the significance of the constituent parts of an entity are examined in order to understand the whole more fully.

The SYNTHESIS level:

At this level the student is able to put back together again the various parts or elements of a concept into a unified organization or whole. This putting together again and making sense of small parts is a crucial factor in intelligence and learning. Behavioural tasks at this level would include creating, writing, designing, combining, composing, organizing, revising and planning. This level of learning in order to occur must include the first four levels – knowing, comprehending, analyzing and applying. This level of learning is probably the most intense and exciting for student and teacher alike.

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Bloom Level