Bloom’s Taxonomy illustrates the level of knowledge comprehension you expect from students.
Benjamin Bloom led the development of one of the first instructional models: Bloom’s Taxonomy (Bloom et al., 1956; Anderson et al., 2001). The model is based on intended learning outcomes, particularly the level of knowledge comprehension. The original taxonomy (Bloom et al. 1956) showcases six tiers of knowledge comprehension, listed from lowest to highest: Remember, Understand, Apply, Analyze, Evaluate, and Create.
As you develop your coursework, consider the higher tiers in your learning goals. Graduate students are expected to apply, analyze, and evaluate knowledge. The “Create” tier may be used in research works; however, the MSHE program prepares students for consideration of study at the top level of comprehension.
This list of student action verbs, associated with each level of Bloom’s Taxonomy, will guide your assessments and expectations of students.
Sources
Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.
Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Huitt, W. G. (2011). Bloom’s Taxonomy action verbs. Educational Psychology Interactive, Valdosta State University.