Bloom’s Taxonomy is crucial in any teaching and learning environment because it determines direction for a course of study. This study assessed application of Bloom’s Taxonomy in courses of study offered in colleges in Lusaka District. Objectives were: Assess the application of Bloom’s Taxonomy in setting learning outcomes for the courses; Assess reflection of Bloom’s Taxonomy in activities set for course participants; Ascertain significance attached to Bloom’s Taxonomy in courses of study designed for participants. The study employed a mixed methodology, in particular employing a descriptive research design to assess application of the Taxonomy in course outcomes/objective. The population comprised college lecturers in Lusaka District. Sample size was 36 lecturers who were conveniently sampled. Data were collected using a questionnaire and analyzed using frequencies and Spearman correlation coefficient. Findings revealed that the majority of the lecturers did not illustrate how to use Bloom’s Taxonomy in planning course of study, setting objectives/outcomes, creating learning activities or create assessment tasks for course participants. However, most of the lecturers demonstrated use of active verbs which they use in objectives/outcomes. Findings revealed that lecturers hardly used Bloom’s Taxonomy. There is no relationship between lecturers’ use of learning outcomes as a basis for preparing class tasks and their assertions that they compared objectives with tasks prepared for students. It is recommended that lecturers should be oriented on use of the learning Taxonomy.
Banda, S., Phiri, F., Kaale, J., Banda, A. M., Mpolomoka, D. L., Chikopela, R., & Mushibwe, C. (2023). Application of Bloom’s Taxonomy in Categorization of Cognitive Process Development in Colleges. Journal of Education and Practice, 14(4). DOI:
