Bloom's Taxonomy is a model that classifies learning levels according to cognitive complexity. Developed by Benjamin Bloom in 1956 and revised in 2001 by Anderson and Krathwohl, it helps to structure educational objectives and evaluate learning.

 • Comprehension → Explain the differences between Agile and traditional methodologies.

• Application → Develop a project plan by applying a specific method.
• Analysis → Compare several risk management strategies.
• Evaluation → Justify the choice of an approach to a given problem.
• Creation → Design a complete project management plan.

 2. Design activities tailored to each level

Learning activities should be designed to help learners progress from the simple (memorisation) to the complex (creation).
Bloom's level                     Type of activity
Memorisation                    Quizzes, flashcards, definition of concepts
Comprehension                Simple case studies, guided discussions
Application                        Practical exercises, simulations
Analysis                             In-depth case studies, analysis of real-life                                              scenarios
Assessment                       Debates, arguments, critical feedback
Creation                            Projects, collaborative work, case studies

3. Structuring the progression of the training
Bloom's taxonomy allows for the progressive structuring of a training programme. For example:
1. Introduction and basics (Memorisation, Comprehension)
2. Practical application (Application)
3. In-depth study and critical reflection (Analysis, Evaluation)
4. Projects and autonomy (Creation)
This avoids overloading learners with complex tasks from the start and encourages a natural increase in competence.
5  Assess learning using appropriate criteria
The assessments must correspond to the targeted cognitive level:
•MCQs, definitions → To test memorisation.
•Open questions, summaries → To assess understanding.
Practical exercises → For application.
Case analyses → For analysis.
Argumentative presentation → For evaluation.
Final project → For creation.
Why use Bloom's Taxonomy in training?
✔ Better structuring: Logical and gradual progression of learning.
✔ Clear objectives: Alignment between objectives, activities and assessments.
✔ Learner engagement: Diversification of activities to stimulate active learning.
✔ Relevant assessment: Accurate measurement of skills acquired.
Carrying out an assessment based on Bloom's taxonomy.
Training evaluation
Several tools can be used to measure the effectiveness of the training:
• Before the training: Positioning questionnaire to identify expectations.
• During the training: Self-assessment after each module, formative quizzes.
• After the training:
Final assessment (mini-training led by each participant).

• Feedback from the group and the trainer.

Personal action plan to apply what has been learned.
• How to adapt your objectives and assessments?
Why use Bloom's taxonomy in assessment?
Bloom's taxonomy is a hierarchical classification of the major stages of the learning process.
It allows educational objectives to be defined using action verbs, from the simplest to the most complex.
By using it, we ensure that learners progress step by step and that assessments are adapted to each level.
The levels:

• CREATE
• ASSESS
• ANALYSE
• APPLY
• UNDERSTAND
• MEMORISE

This corresponds to the six levels of Bloom's Taxonomy, ranging from the simplest (Remember) to the most complex (Create).

1. REMEMBER
At this level, the learner retains basic information without necessarily understanding it in depth.
🎯 Example of a learning objective:
‘List the key stages in the design of a training course.’
💡 Action verbs:
Identify, list, name, define...
This level corresponds to the first step of Bloom's Taxonomy, where the emphasis is on the retrieval and recognition of information.
Example of assessment for level 

2. MEMORISE
📌 Why? To test whether the learner has properly assimilated the basic concepts.
Examples:
• Quiz on the principles of instructional design.
.Flashcards to review key concepts.
• Memory game to associate terms with their definitions.
These evaluation methods make it possible to verify the learners' ability to reproduce information before moving on to higher levels of learning.
3. UNDERSTAND
The learner is able to explain a concept in his or her own words and grasp its meaning.
🎯 Example of a learning objective:
‘Explain the value of a clear learning objective.’
💡 Action verbs: summarise, interpret, explain, describe, etc.
Example of an assessment for level 2. UNDERSTAND
📌 Why? To check that the learner is not just reciting but understanding.
Examples:
• Rephrase a key concept in a simple sentence.
• Associate learning objectives with learning levels.
• Create a visual diagram to represent a process.
These assessments make it possible to verify the learners' understanding by pushing them to rephrase and organise the information.
3. APPLY
The learner knows how to use their knowledge in concrete situations.
🎯 Example of a learning objective:
‘Construct a teaching sequence using the inductive method.’
💡 Action verbs: Choose, construct, experiment, write...
This level emphasises the application of knowledge in a real-life context.

 Taxonomy revisited  by Anderson and Krathwohl

Bloom's taxonomy was revisited in 2001 by Anderson and Krathwohl, who made several major changes to better reflect modern educational needs. The main differences between the two versions are as follows:
1. Change in the nature of the categories
Bloom (1956): Organisation of levels in a static and hierarchical form.
Anderson & Krathwohl (2001): More dynamic vision and active cognitive process.
2. Modification of levels and action verbs
💡 Synthesis becomes Creation: Anderson and Krathwohl consider that evaluation precedes creation rather than the other way around.
3. Introduction of a two-axis cognitive dimension
In their revision, Anderson and Krathwohl introduce a dual dimension:
a. Cognitive processes (What the learner does - Verbs column)
b. Types of knowledge (What the learner learns - Content line)
4. An approach more suited to modern teaching
• 🌍 More dynamic approach: Bloom proposed a strict hierarchy, whereas the revision emphasises more flexible interactions between levels.
• 🏫 More pragmatic application: The revised version is more skills-oriented and formative assessment-oriented.
• 🛠️ Better adaptation to educational technologies: Anderson & Krathwohl's model allows for better integration of digital tools and modern approaches (collaborative learning, projects, peer assessment, etc.).*

 Training: ‘Becoming an Effective Trainer’

Please note that this exercise is purely theoretical and cannot be used as it is. It explains the theoretical use of taxonomy in a practical context.
🎯 General objective
To enable participants to acquire the skills necessary to design, facilitate and evaluate training in an educational and engaging way.
🔹 Structure of the training according to Bloom's Taxonomy (see table)
🔹 Detailed content of the training
📌 Module 1: The fundamentals of training (Memorisation, Comprehension)
🎯 Objectives:
Be familiar with the trainer's roles and missions.
Understand the principles of adult learning (andragogy).

• 🔹 Activities:

o Interactive quiz on learning styles.
o Discussion on the challenges faced by trainers.
o Presentation of the basics of educational communication.
📌 Module 2: Designing a training course (Application)
🎯 Objectives:
o Write clear learning objectives.
o Structure a training course following an educational progression.
🔹 Activities:
o Practical exercise: Develop a training plan.
o Case study: Critique an existing training programme and suggest improvements.
📌 Module 3: Facilitation techniques and learner engagement (Analysis, Evaluation)
🎯 Objectives:
o Experiment with different facilitation methods (expositive, active, participatory).
o Analyse and adapt your discourse according to the audience.
🔹 Activities:
o Role-playing: Facilitate a sequence using different techniques.
o Video analysis: Identify good practices and errors.
Exchange of feedback between participants.
📌 Module 4: Learning evaluation and continuous improvement (Evaluation, Creation)
🎯 Objectives:
o Design evaluations adapted to the pedagogical objectives.
o Adjusting their approach based on feedback from learners.
🔹 Activities:
o Creation of an evaluation tool (MCQ, case study, self-evaluation).
o Final project: Facilitate a training session and collect feedback.
o Collective reflection on learning and areas for improvement.
🔹 Teaching methods used
✅ Active approach: Participants are involved in role-playing and practical exercises.
✅ Collaborative learning: Sharing of experiences, peer feedback.
✅ Formative assessment: Assessment of learning throughout the training.
✅ Immediate application: Trainers apply the concepts learned directly.