Professor Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery learning. He is particularly noted for leading educational psychologists to develop the comprehensive system of describing and assessing educational outcomes in the mid-1950s. Bloom was born in Lansford, Pennsylvania, to an immigrant Jewish family from Russia. Bloom was one of five children, three being older brothers and one a younger sister. His father was a picture framer and his mother was a homemaker.
After graduating from Pennsylvania State College, he worked as a research worker with the Pennsylvania State Relief Organization. The following year, he moved to Washington to do similar work with the American Youth Council. His work with the AYC led to his meeting and work with Ralph Tyler, where he would help design assessments for Ralph Tyler's Eight-Year Study. Bloom then applied for the doctorate program under the University of Chicago in 1939, as this would give Bloom the chance to study under Ralph Tyler. Bloom would marry his wife Sophie the following year in 1940, as she was pursuing her masters in the University of Chicago. Bloom achieved his doctorate in 1942.
Benjamin Bloom conducted research on student achievement. Through conducting a variety of studies, Bloom and his colleagues observed factors within the school environment as well as outside of it that can affect how children can learn. One example was the lack of variation in teaching. Bloom hypothesized if teachers adapted their teaching methods to the individual needs of each student, more children would receive the opportunity to learn better. This led to the creation of Bloom's Mastery Learning procedure.
In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.
Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."
Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."
Application refers to the "use of abstractions in particular and concrete situations."
Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."
Synthesis involves the "putting together of elements and parts so as to form a whole."
Evaluation engenders "judgments about the value of material and methods for given purposes."
After graduating from Pennsylvania State College, he worked as a research worker with the Pennsylvania State Relief Organization. The following year, he moved to Washington to do similar work with the American Youth Council. His work with the AYC led to his meeting and work with Ralph Tyler, where he would help design assessments for Ralph Tyler's Eight-Year Study. Bloom then applied for the doctorate program under the University of Chicago in 1939, as this would give Bloom the chance to study under Ralph Tyler. Bloom would marry his wife Sophie the following year in 1940, as she was pursuing her masters in the University of Chicago. Bloom achieved his doctorate in 1942.
Benjamin Bloom conducted research on student achievement. Through conducting a variety of studies, Bloom and his colleagues observed factors within the school environment as well as outside of it that can affect how children can learn. One example was the lack of variation in teaching. Bloom hypothesized if teachers adapted their teaching methods to the individual needs of each student, more children would receive the opportunity to learn better. This led to the creation of Bloom's Mastery Learning procedure.
In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.
Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."
Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."
Application refers to the "use of abstractions in particular and concrete situations."
Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."
Synthesis involves the "putting together of elements and parts so as to form a whole."
Evaluation engenders "judgments about the value of material and methods for given purposes."
Professor Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery learning. He is particularly noted for leading educational psychologists to develop the comprehensive system of describing and assessing educational outcomes in the mid-1950s. Bloom was born in Lansford, Pennsylvania, to an immigrant Jewish family from Russia. Bloom was one of five children, three being older brothers and one a younger sister. His father was a picture framer and his mother was a homemaker.
After graduating from Pennsylvania State College, he worked as a research worker with the Pennsylvania State Relief Organization. The following year, he moved to Washington to do similar work with the American Youth Council. His work with the AYC led to his meeting and work with Ralph Tyler, where he would help design assessments for Ralph Tyler's Eight-Year Study. Bloom then applied for the doctorate program under the University of Chicago in 1939, as this would give Bloom the chance to study under Ralph Tyler. Bloom would marry his wife Sophie the following year in 1940, as she was pursuing her masters in the University of Chicago. Bloom achieved his doctorate in 1942.
Benjamin Bloom conducted research on student achievement. Through conducting a variety of studies, Bloom and his colleagues observed factors within the school environment as well as outside of it that can affect how children can learn. One example was the lack of variation in teaching. Bloom hypothesized if teachers adapted their teaching methods to the individual needs of each student, more children would receive the opportunity to learn better. This led to the creation of Bloom's Mastery Learning procedure.
In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.
Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."
Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."
Application refers to the "use of abstractions in particular and concrete situations."
Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."
Synthesis involves the "putting together of elements and parts so as to form a whole."
Evaluation engenders "judgments about the value of material and methods for given purposes."
After graduating from Pennsylvania State College, he worked as a research worker with the Pennsylvania State Relief Organization. The following year, he moved to Washington to do similar work with the American Youth Council. His work with the AYC led to his meeting and work with Ralph Tyler, where he would help design assessments for Ralph Tyler's Eight-Year Study. Bloom then applied for the doctorate program under the University of Chicago in 1939, as this would give Bloom the chance to study under Ralph Tyler. Bloom would marry his wife Sophie the following year in 1940, as she was pursuing her masters in the University of Chicago. Bloom achieved his doctorate in 1942.
Benjamin Bloom conducted research on student achievement. Through conducting a variety of studies, Bloom and his colleagues observed factors within the school environment as well as outside of it that can affect how children can learn. One example was the lack of variation in teaching. Bloom hypothesized if teachers adapted their teaching methods to the individual needs of each student, more children would receive the opportunity to learn better. This led to the creation of Bloom's Mastery Learning procedure.
In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.
Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."
Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."
Application refers to the "use of abstractions in particular and concrete situations."
Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."
Synthesis involves the "putting together of elements and parts so as to form a whole."
Evaluation engenders "judgments about the value of material and methods for given purposes."
Family Members
Sponsored by Ancestry
Advertisement
Explore more
Sponsored by Ancestry
Advertisement
