“In 1956 a framework for categorizing educational objectives was published by B.S. Bloom (editor) M.D. Engelhart, E.J. Furst, W.H. Hill and D.R. Krathwohl as The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain. Since its publication over 40 years ago, the handbook has been translated into more than twenty languages (Krathwohl, 1994) and has provided a basis for test design and curriculum development.”¹
More recently “A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives” by Lorin W. Anderson (Author), David R. Krathwohl (Author), Peter W. Airasian (Author), Kathleen A. Cruikshank (Author), Richard E. Mayer (Author), Paul R. Pintrich (Author), James Raths (Author), Merlin C. Wittrock (Author) was released. According to the authors “this Revision seeks to refocus attention on the value of the original Handbook. We (…) believe many of the ideas in the Handbook are valuable to today’s educators as they struggle with problems associated with the design and implementation of accountability programs, standards-based curriculum’s and authentic assessments.”²
“Bloom’s taxonomy is a set of…hierarchical models used to classify educational learning objectives into levels of complexity and specificity”³. The model covers “the learning objectives in cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities”⁴. “Bloom’s taxonomy serves as the backbone of many teaching philosophies, in particular those that lean more towards skills rather than content”⁵.
The IASSC Lean Six Sigma Body of Knowledge™ and IASSC Certification Exams™ target the incorporation of the Bloom’s Taxonomy – Revised (2001) model. IASSC™ attempts to define cognitive level benchmarks for Black Belt, Green Belt and Yellow Belt subject matter items within each corresponding Body of Knowledge. By doing so, it helps IASSC construct Exam items and assemble Examinations that adequately measure exam candidates’ competency with the subject matter. Furthermore, it helps Providers determine the extent to which their curriculum can be taught to cause a desired outcome across various subject matters.
IASSC’s use of Blooms Taxonomy is intended to offer a simple, common, universal aid to Providers and Exam Candidates. While we encourage you to understand the Blooms taxonomy model and our Bodies of Knowledge, we also urge you not to get “stuck” in overanalyzing the model. Instead, consider it in a practical sense. IASSC Certified Black Belt Exams target a cognitive level up to Create. The IASSC Certified Green Belt Exams target a cognitive level up to Evaluate. The IASSC Certified Yellow Belt Exams target a cognitive level up to Analyze. In other words, a greater depth of knowledge is required of a Black Belt than of a Green Belt, while a greater depth of knowledge is required of a Green Belt than a Yellow Belt.
The following references are provided as a courtesy to provide additional information about Bloom’s Taxonomy – Revised (2001).
1. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives” by by Lorin W. Anderson (Author), David R. Krathwohl (Author), Peter W. Airasian (Author), Kathleen A. Cruikshank (Author), Richard E. Mayer (Author), Paul R. Pintrich (Author), James Raths (Author), Merlin C. Wittrock (Author), Preface XXI – XXII.
3. Wikipedia > Blooms Taxonomy > https://en.wikipedia.org/wiki/Bloom%27s_taxonomy
5. Id. (citing Krathwohl, David R. (2002). “A revision of Bloom’s taxonomy: An overview”. Theory Into Practice. Routledge. 41 (4): 212–218. doi:10.1207/s15430421tip4104_2. ISSN 0040-5841; Anderson, Lorin W.; Krathwohl, David R., eds. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Allyn and Bacon. ISBN 978-0-8013-1903-7).