Benjamin Bloom

Benjamin Bloom (1913–1999) was an American educational psychologist who developed a taxonomy of educational objectives and advanced mastery learning and formative assessment.

Bloom's taxonomy: A framework for classifying educational objectives by the kinds and complexity of learning they describe. Bloom led the committee that published the original cognitive-domain taxonomy in 1956.
John B. Carroll: An American educational psychologist whose model of school learning relates achievement to time spent and time needed to learn. Carroll’s model supplied the theoretical basis Bloom adapted for mastery learning.
University of Chicago: A private research university in Chicago, Illinois, founded in 1890. Bloom studied and worked there, building the academic career in which his taxonomy took shape.
Revised Bloom's taxonomy: A 2001 revision of the cognitive taxonomy that uses action verbs and a separate knowledge dimension. The revision updated Bloom’s framework for curriculum design and assessment.
Educational measurement: The use of methods and instruments to quantify knowledge, abilities, attitudes, or learning outcomes. Bloom’s research linked objective classification to the design and interpretation of educational assessments.
Mastery learning: An instructional approach in which students receive time and support to meet defined learning standards before advancing. Bloom developed a systematic model for helping most students reach high levels of achievement.
Feedback: Information about performance or understanding used to guide subsequent action. Bloom treated timely feedback as a way to reveal gaps before they became lasting obstacles.
Taxonomy of Educational Objectives: A two-volume classification of educational objectives, covering cognitive and affective domains. Bloom edited the 1956 cognitive-domain volume and contributed to the project’s broader framework.
Criterion-referenced test: A test that interprets performance against specified standards rather than other test-takers. Mastery learning relies on clear criteria to determine whether students have met learning goals.
Constructivism: A family of views holding that learners actively construct knowledge through experience and interpretation. Constructivist approaches can challenge taxonomies that appear to rank learning as fixed, separable levels.

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