Bloom's Revised Taxonomy
A six-level hierarchy of thinking skills used to plan lessons and assessments, remember, understand, apply, analyse, evaluate, create, revised by Anderson and Krathwohl in 2001.
The six levels
The revised taxonomy moves from lower-order skills (remember, understand, apply) to higher-order skills (analyse, evaluate, create). A test that asks only 'what is photosynthesis?' targets remembering. A task that asks 'design an experiment to show that plants need light' targets creating: the highest level.
How teachers use it
Skilled teachers design lessons and assessments that span the levels. A unit might begin with remembering and understanding, move through applying and analysing, and end with an evaluation or creation task. A balanced assessment includes questions across all six levels, not just lower-order recall.
Bloom's at Yajur
Assessments aligned to the Oxford International Curriculum at Yajur Public School span Bloom's levels by design. Every unit's assessment includes higher-order tasks: children evaluate evidence, design solutions, or create artefacts, not just recall content.
Related terms
Concept-Based Curriculum
A curriculum designed around enduring concepts (change, systems, identity, balance) rather than discrete facts, so children build transferable understanding that lasts beyond the next test.
Rubric Assessment
A grid that lays out what 'beginning', 'developing', 'proficient' and 'excellent' look like for each criterion, turning subjective judgement into transparent, consistent evaluation.
Metacognition
Thinking about one's own thinking, being aware of how you learn, monitoring whether you understand, and adjusting your approach. One of the strongest predictors of academic success.