The most significant change to the Cognitive Domain was the removal
of “Synthesis” and the addition of “Creation” as the highest level of
Bloom’s Taxonomy. Because it’s at the highest level, it’s the most
difficult or demanding cognitive skill–or, at the very least, the pinnacle
of cognitive work.
The matrix layout of the new Bloom’s taxonomy is designed to provide
a more specific way of thinking about learning, making it easier for
educators to set concrete goals for lesson planning and student
evaluation. It also makes it easy for students to understand their roles.
Level 6: Create
Bloom’s Taxonomy’s sixth level is creation which requires students to
make a physical or conceptual object to demonstrate their
In Bloom’s taxonomy’s last level, the learner shows their whole
knowledge by applying what they’ve learned, analysing and evaluating
it, and making something, either tangible or conceptual. Writing a
manual or report on a specific topic, developing a piece of machinery,
or improving a process is all instances of this. Some verbs to use are
categorise, combine, compile, devise, design, produce, alter, and write.
Pic source
In 1956, Benjamin Bloom, Max Englehart, Edward Furst, Walter Hill, and
David Krathwohl co-authored the Taxonomy of Educational Objectives.
Another name for Bloom’s Taxonomy is Bloom’s Taxonomy. Bloom’s
original taxonomy included knowledge, comprehension, application
analysis, synthesis, and assessment.
In 2001, Lorin Anderson, a student of Bloom and David Krathwohl,
Bloom’s partner, developed Bloom’s revised taxonomy which
highlighted how objectives require action to be attained. Bloom’s
updated taxonomy was updated to recall, understand, apply, analyse,
evaluate and create.
Long essays that tie together diverse components of the learning to
build a wider notion or idea, to networking with others to explore the
benefits of a topic are examples of projects.
Learners at this level may combine materials to create a new pattern or
structure, such as proposing a new cognitive process or articulating a
new idea. Learners can show their capacity to create by developing a
new hypothesis or notion and synthesizing previous levels to back up
their reasoning.
Investigating a refrigeration issue at your local grocery store and
formulating a plan of action for your community is an example of
Bloom’s Taxonomy’s “creating” stage.
Learning objectives
The level of creation includes Brainstorming, Tasks requiring decisionmaking, developing and describing new solutions or strategies,
Performances, Presentations, Projects for research, and A written
assignment in to learning objectives.
Assessment criteria
• Create criteria for evaluating a product or service
• Granting of proposal
• Alternative options should be outlined.
• Proposal for research
Design, Formulate, Build, Invent, create, compose, generate, derive,
modify, develop.