Levels of Learning

A lot of schools and organizations talk about what level children are learning at or the need to increase higher level learning.  There are several options for exactly what they might mean, but probably they're discussing Bloom's Taxonomy.  Benjamin Bloom, with the assistance of several colleges, created levels of goals for the learning process for three different educational domains (Knowledge, Attitude/Emotions, and Physical Skills).  These levels start with the simplest skills and work up to the harder/higher levels.  Most educators, especially in regards to classrooms and testing, focus on the Knowledge Domain, so that's what I'll be explaining today.

Bloom's Taxonomy has been updated with some parts renamed or positions changed.  The image is of the original Taxonomy, but I'll discuss all the changes.  The first levels are at the bottom of the pyramid, these lower levels are necessary for the upper ones to be reached.

Knowledge/Remembering: This is the first and lowest level and has to do with recalling information. This means that a person is able to take in data, remember it and recite it back. The Key Words to describe this level of learning are defines, identifies, knows, lists, matches, recalls, recognizes and states.  For the other levels to build on this one it is necessary to remember this information for a long time.  Of course using this knowledge at a higher level helps with retaining it for a longer period of time.

Understanding/Comprehension: For most people to truely understand something they must be able to explain it in their own words.  So it's not just reciting a poem or reading a story but being able to explain the meaning of it. An example in math would be translating a word problem into a number problem. The Key Words are comprehends, converts, defends, estimates, explains, gives an example, infers, predicts and summarizes.

Application: This level is about using a concept or information in a new way.  Often this can mean an unprompted use of something a person already knows and understands.  Examples of this level in action are reading a recipe and changing the amounts of ingredients to fit the desired outcome or finding the theme of one story in class and continuing the find the themes of other books, movies, or TV shows without being asked to. The Key Words for this level are applies, changes, constructs, demonstrates, discovers, modifies, operates, produces, relates, shows, and solves.

Analysis: Refers to being able to break information into component parts. Examples are being able to learn the meaning of a new word from the context it's used in, recognizing logical fallacies and telling the difference between fact, opinion and inference.  The Key Words that describe this level are analyzes, breaks down, compares, contrasts, desconstructs, differentiates, distringuishes, identifies, illustrates, infers, relates and seperates.

The last two levels are sometimes switched in order, I'll be explaining them in the order they appear on the graphic. However, I think Evaluation comes before Synthesis.

Synthesis/Creation: This level is basically the opposite of  Analysis.  It is the taking of different parts/information and building a new structure/pattern/meaning.  Examples would be writing new classroom rules, designing a machine to complete a specific task, using information from history/politics/science to explain an author's intent or a book's theme in a reading class.  This is one of the more openended levels and a very difficult one to test for, especially on standardized tests.  The Key Words are catagorize, combines, creates, devises, designs, explains, generates, plans, rearranges, relates, revises and (re)writes.

Evaluation: This level involves making judgements about the value of information, ideas or materials.  In my opinion it is closely tied to Analysis.  Examples in action are selection the most effective solution to solve a math problem or science experiment, judging the worth/importance of historical documents, and being able to explain if the effect of a poem or story matches the author's intent. Key Words to describe this level are appraise, compares, concludes, critique, defends, discriminates, evaluate, interperets, judge, justifies, relates and supports.

Some acts or skills span two levels and some learning levels can be taught or performed at the same time as others.  For examples with reading, a person and read a book and gain knowledge and comprehension at basically the same time.  Likewise, a person can analyze information and evaluate it's worth in basically the same action.  This is because the higher levels are built on top of the lower ones.  So to learn at a higher level means you have already learned/or are currently learning at all the lower ones as well.  The importance of learning at all levels, and the difficulty in using Standardized Tests to assess the higher levels, are some of the main reasons for my dislike of High Stakes Testing, but that's another post.