Bloom's Taxonomy - Application Category

Bloom’s Taxonomy was developed by educational theorist Benjamin Bloom in the 1950s. The taxonomy, or levels of learning, identify different domains of learning including: cognitive (knowledge), affective (attitudes), and psychomotor (skills).

Application Category Description

The application level is where the student moves beyond basic comprehension in order to begin to apply what they have learned. Students are expected to use concepts or tools they have learned in new situations in order to show that they can use what they have learned in increasingly complex ways

The use of Blooms Taxonomy in planning can help to move students through the different levels of cognitive development. When planning learning outcomes, teachers should reflect on the different levels of learning. Learning increases when students are introduced to course concepts and then given opportunities to practice applying them. When students apply an abstract idea to a concrete situation to solve a problem or relate it to prior experience, they are showing their level of proficiency at this level.

To make sure that students show they can apply what they learn, teachers should:

• • Provide opportunities for the student to use ideas, theories, or problem-solving techniques and apply them to new situations.
• • Review the student’s work to ensure that he/she is using problem-solving techniques independently.
• • Provide questions that require the student to define and solve problems.

Key Verbs in the Application Category

apply. build, calculate, change, choose, classify, construct, complete, demonstrate, develop, examine, illustrate, interpret, interview, make, make use of, manipulate, modify, organize, experiment with, plan, produce, select, show, solve, translate, utilize, model, use.

Examples of Question Stems for the Application Category

These question stems will help teachers develop assessments that allow students to solve problems in situations by applying acquired knowledge, facts, techniques, and rules, perhaps in a different way.

• How would you make use of ____?
• How does ____ apply to ____?
• How would you modify ____?
• What approach would you use to…?
• Could this have happened in.
• Under what conditions would you ____?
• How could you apply what you have read to construct ____?
• Do you know another instance where.
• Can you group by characteristics such as.
• Identify the results if ____?
• Why does ____ work?
• What questions would you ask for.
• How would you use the facts to investigate ____?
• Using what you know, how would you design ____?
• Utilize ____ to ____.
• Illustrate a way to ____.
• What elements would you use to change…?
• Is there a way to demonstrate ____?
• What questions would you ask during ________?
• Predict what would happen if ____?
• How would you organize _______ to show…?
• What would result if ____?
• Is there another way you could plan to…?
• What facts would you select to show…?
• Would this information be useful if you had.
• Can you apply the method used to some experience of your own.
• Show me a way to organize ____.
• Can you make use of the facts to…?
• Using what you have learned, how would you solve ____?
• What factors would you change if. From the information given, can you develop a set of instructions about.
• How would you solve ___ using what you’ve learned…?
• How would you show your understanding of…?
• What examples can you find to…?
• How would you apply what you learned to develop…?

Examples of Assessments That Are Based on the Application Level of Bloom’s Taxonomy

The category of application is the third level of the Bloom’s taxonomy pyramid. Because it is just above the comprehension level, many teachers use the level of application in performance-based activities such as those listed below.

• Make a storyboard for a film on a book you are reading.
• Create a script from the book you are reading now; act out a part of the story.
• Plan a party that one of the main characters would enjoy attending: plan the menu, and activities or games you want to have at the party.
• Create a scenario in which a character in the story reacts to a problem in your school; write about how he or she would handle the situation differently.
• Reimagine the characters in a story as a human, animal, or thing.
• Teleport (space travel) the main character to a new setting.
• (Re)write lyrics to a ballad for a story you are reading.
• Construct a model to demonstrate how it will work.
• Create a diorama to illustrate an important event.
• Make a yearbook entry for a character you are studying.
• Stage a tableau of a famous event.
• Invite famous people to an imaginary dinner and create the seating plan.
• Make up a board game using the ideas from the study area.
• Design a market strategy for a character doll.
• Create a brochure for a country.
• Write a textbook about. for others.