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.