An excellent post that urges teachers to take a little bit more care when using Bloom’s taxonomy.
Admit it: you only read the list of the six levels of the Taxonomy, not the whole book that explains each level and the rationale behind the Taxonomy. Not to worry, you are not alone: this is true for most educators.
But that efficiency comes with a price. Many educators have a mistaken view of the Taxonomy and the levels in it, as the following errors suggest. And arguably the greatest weakness of the Common Core Standards is to avoid being extra-careful in their use of cognitive-focused verbs, along the lines of the rationale for the Taxonomy.
The 5 misunderstandings:
- The first two or three levels of the Taxonomy involve “lower-order” and the last three or four levels involve “higher-order” thinking.
This is false. The only lower-order goal is “Knowledge” since it uniquely requires mere recall in testing. Furthermore, it makes no sense to think that “Comprehension” – the 2nd
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Ideas Out There 