Bloom’s taxonomy – valences and utility in pedagogical practice


  • Maria-Monica POPESCU-MITROI Department for Teaching Training, Polytechnic University of TimiÅŸoara, Romania


cognitive taxonomic levels, cognitive progress, didactic strategies, evaluation itemsconstruction.


In this paper I have made a parallel between the taxonomic
levels of Bloom (1) – Socratic questions taxonomy (2) –
Wilson’s types of questions (3) – applications of Bloom’s
taxonomy in evaluation items construction (4), taking as an
example content the didactic transposition of Bloom’s
taxonomy. Therefore, we exemplified how we can correlate an
objective formulated at a certain taxonomic level with the rest of
teaching process –learning– evaluation, so that students to
benefit of a cognitive progress. Finally, I could detach some
practical recommendations on two dimensions: teachers can
create a monitoring system of correspondence between
objectives – teaching process – study and what they measure by
evaluation probes. Teachers can involve students/pupils in a
monitoring process of the study process by creating some study
habits in the classroom based on using the superior levels of
cognitive taxonomy, applicable later, independent in any
individual study.


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