A Working Version of Bloom’s Cognitive Levels of Complexity



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Department of Social Work

A Working Version of Bloom’s Cognitive Levels of Complexity (THINKING)

|Level |Examples |

|1. Knowledge recall - remembering |* Recites a policy or procedure. |

| |* Outlines the steps in a client assessment. |

| |* Lists the major roles played by social workers in practice. |

|2. Comprehension - understanding |* Accurately explains the reasons for each step in a mental health assessment. |

| |* Summarizes the facts relevant to an policy advocacy initiative. |

|3. Application - using |* Uses the standardized assessment process with an assigned client/consumer. |

| |* Completes each step in a community needs assessment. |

|4. Analysis – taking apart and differentiating |* Gathers specific information on all policies, procedures and rules that impact agency clients. |

| |* Categorizes survey data. |

| |* Breaks down the steps in the community assessment and decides which questions call for demographic data and which |

| |questions ask for community member opinions. |

|5. Synthesis – creating or refining |* Develops a revised format for mental health assessments, incorporating more items related to client strengths of needs |

| |assessment questions and revises instrument to reflect more culturally relevant data gathering techniques. |

| |* Based on a survey of best practices in the field, develops a new tool for gathering constituent opinions regarding |

| |community needs. |

|6. Evaluation - appraising, making judgments based on stated criteria |* Completes a pilot study using two mental health assessment tools and evaluates results from each along specified quality |

| |criteria |

| |* Using data from community participant evaluations, evaluates overall satisfaction with revised needs assessment process |

A Working Version of Bloom’s Affective Levels of Complexity (FEELING, VALUING)

|Level |Examples |

|1. Receiving phenomena – being aware |* Student is aware of client’s non-verbal communication. |

|2. Responding to phenomena – responding |* Student responds to concerns raised by group members. |

|3. Valuing – accepting or committing to |* Student demonstrates commitment to strengths-base practice in client assessments. |

| |* Student adheres to agency’s HIPPA policies and procedures. |

|4. Organization - integrating, prioritizing | * Student engages in an ethical decision-making process when faced with competing ethical mandates. |

|5. Internalization – integrating more deeply and consistently |* Student consistently demonstrates commitment to social justice in all aspects of their social work practice. |

| | |

A Working Version of Bloom’s Psychomotor Levels of Complexity (INTEGRATING IN PRACTICE)

|Level |Examples |

|1. Perception – using sensory cues to guide motor activity |* Student detects client’s specific non-verbal communication and modifies own eye contact to accommodate. |

|2. Set – being ready to act |* Student displays willingness to interview new client using agency’s assessment format. |

| |* Student prepares for and leads one segment in an agency psycho - educational group. |

|3. Guided response – imitating; practicing |* Student practices answering crisis line calls according to field supervisor’s instructions and agency format. |

|4. Mechanism – engaging in more habitual responses performed with some |* Student is able to complete DSM-based clinical assessments with minimal field instructor coaching during the process. |

|confidence and proficiency | |

|5. Complex Overt Response – skillful, accurate, coordinated performance |* Student comfortably and effectively provides foster parent training on behalf of field agency. |

|6. Adaptation – modification of skills to fit new situations, requirements |* Student is able to consistently “think on her feet” when facilitating large community meetings. |

|7. Origination – creates new patterns to fit specific situations |* Student develops a new method of engaging seniors in community assisted living by offering a weekly coffee hour for |

| |reminiscing. |

| | |

Resources Used:

Clark, D. (Created June 5, 1999 and updated May 21, 2000). Learning domains or Bloom’s taxonomy. Retrieved January 22, 2007 from

Granello, D.H. (2000). Encouraging the cognitive development of supervisees: Using Bloom’s taxonomy in Supervision.

Counselor Education & Supervision, 40 (1). Retrieved January 23, 2007 from Academic Search Premier database.

University of Minnesota School of Social Work (2006). MSW field manual. Retrieved January 24, 2007 from .

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