WGU Bloom’s Taxonomy
Bloom’s Taxonomy
(based on the 2001 revisions)
Table 1: Cognitive Domain
Remembering (Consistent with SLOs) |
Understanding (Consistent with SLOs) |
Applying (COs or SLOs) |
Analyzing (Consistent with COs) |
Evaluating (Consistent with COs) |
Creating (Consistent with COs) |
| Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers. | Demonstrate understanding of facts and ideas by organizing, comparing, interpreting, giving descriptions, and stating main ideas. | Solve problems in new situations by applying acquired knowledge, facts, techniques, and rules in a different way. | Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. | Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria. | Compile information in a different way by combining elements in a new pattern or proposing new solutions. |
| Arrange*
Choose* Cite Count Define Describe* Enumerate Identify Label List Locate* Match Name Order* Outline Quote Read Recall Recognize* Relate* Repeat Report* Reproduce Select* Show State Tabulate Tell Write |
Associate
Classify* Compare* Contrast* Describe* Differentiate* Discriminate* Discuss Distinguish* Estimate* Exemplify Explain Express Extend Generalize* Give examples Illustrate Infer* Interpret* Locate* Paraphrase Predict* Recognize* Restate* Review* Rewrite Summarize* Translate* |
Apply
Calculate* Change Complete Construct* Demonstrate Develop* Employ Examine* Execute Illustrate Implement Interpret* Modify* Order* Predict* Prepare* Produce* Relate* Report* Restate* Revise* Solve Translate* Use |
Analyze
Arrange* Attribute Calculate* Categorize* Classify* Compare* Conclude* Connect Contrast* Deconstruct Deduce Detect* Determine Differentiate* Discriminate* Distinguish* Examine* Infer* Organize* Relate* |
Appraise
Ascertain Assess Choose* Conclude* Coordinate Criticize Critique Debate Decide Defend Detect* Estimate* Evaluate Grade Hypothesize Judge Justify Measure Monitor Rank Rate Recommend Reframe Resolve Review* Score Select* Support Test Validate |
Argue
Arrange* Assemble Categorize* Combine Compile Compose Construct* Correlate Create Design Detect* Develop* Devise Formulate Generalize* Generate Integrate Invent Manage Modify* Organize* Plan Prepare* Produce* Propose Reconstruct Reorganize Revise* Specify Summarize* |
*Verbs in Bold with a * after them appear in more than one level and is dependent on the intent of the CO or SLO in which it is used.
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Table 2: Psychomotor Domain (Dave, as cited in Billings & Halstead, 2016; Iwasiw et al., 2020)
Imitation (Consistent with SLOs) |
Manipulation (Consistent with SLOs) |
Precision (SLOs or COs) |
Articulation (Consistent with COs) |
Naturalization (Consistent with COs) |
| Copy
Follow* Imitate Mimic Repeat Replicate Show* |
Assemble
Demonstrate* Execute* Follow* Display* Implement Manipulate Move Perform Recreate |
Complete
Consistent Demonstrate* Perform Accurately Precise Show* |
Adapt
Alter* Change* Combine Connect Construct Develop Display* Integrate Modify Revise* |
Alter*
Change* Create Design Execute* Invent Revise* Vary |
*Verbs in Bold with a * after them appear in more than one level and is dependent on the intent of the CO or SLO in which it is used.
Table 3: Affective Domain
Receiving (Consistent with SLOs) |
Responding (Consistent with SLOs) |
Valuing (SLOs or COs) |
Organizing (Consistent with COs) |
Characterizing (Consistent with COs) |
| Accept
Admit Ask Attend Focus Choose* Listen Listen for Listen to Locate Observe Pay Attention Recognize Select |
Agree
Answer Comply Conform Discuss Examine Express Help* Participate Perform* React Read Recall Relate Recite Report* Respond State willingness Try Verbalize |
Assert*
Assist Attempt Choose* Complete Demonstrate Differentiate Disagree Explain Follow Form Help* Initiate Join Justify Propose Refute Report* Share Support Volunteer |
Adhere
Alter Arrange Balance Combine Display* Defend Explain Express Formulate Generalize Integrate Order Resolve* Synthesize |
Act
Assert* Change behavior Commit Consistent Display* Discriminate Influence Internalize Judgement Perform* Practice Propose Qualify Question Reorder Priority Resolve* Revise Solve Verify |
*Verbs in Bold with a * after them appear in more than one level and is dependent on the intent of the CO or SLO in which it is used.
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Bastable, S. (2019). Nurse as educator: Principles of teaching and learning for nursing practice (5th ed.). Jones & Bartlett Learning.
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). Elsevier
Iwasiw, C. L., Andrusyszyn, M.-A., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones & Bartlett Publishers
WGU Bloom’s Taxonomy
WGU (Western Governors University) uses Bloom’s Taxonomy as a framework to structure learning objectives, moving students from lower-order thinking (remembering, understanding) to higher-order skills (applying, analyzing, evaluating, creating). For WGU, it’s a way to design courses and…