Bloom’s taxonomy – valences and utility in pedagogical practice
Bloom’s taxonomy – valences and utility in pedagogical practice

Summary/Abstract: In this paper I have made a parallel between the taxonomic levels of Bloom (1) – Socratic questions taxonomy (2) – Wilson’s types of questions (3) – applications of Bloom’s taxonomy in evaluation items construction (4), taking as an example content the didactic transposition of Bloom’s taxonomy. Therefore, we exemplified how we can correlate an objective formulated at a certain taxonomic level with the rest of teaching process –learning– evaluation, so that students to benefit of a cognitive progress. Finally, I could detach some practical recommendations on two dimensions: teachers can create a monitoring system of correspondence between objectives – teaching process – study and what they measure by evaluation probes. Teachers can involve students/pupils in a monitoring process of the study process by creating some study habits in the classroom based on using the superior levels of cognitive taxonomy, applicable later, independent in any individual study.

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