This paper attempts to emphasize the usage of the Bloom’s Taxonomy as an educator’s tool. The concept was used for designing and delivering courses on written business communication. The paper examines the conceptual framework of Bloom’s taxonomy and its objective in today’s education, especially in the areas of curriculum designing and practical aspects of delivering the course. The paper is based on the author’s experiential learning.

Bloom’s cognitive taxonomy (1956) is a multilayered model of classifying thinking. According to Bloom, there are six cognitive levels of learning: Evaluation, Synthesis, Analysis, Application, Comprehension, and Knowledge. It is also referred to as a stairway to learning. The concept is aligned with the process of ingraining the thinking patterns of a learner. In other words, the objective of Bloom was to classify the thinking behaviors that were believed to be important in the process of learning. It was initially segregated into three domains:

• The Cognitive – knowledge-based domain;
• The Affective – attitudinal-based domain; and
• The Psychomotor – skill-based domain which is also known as KSA (Knowledge, Skills and Attitude) or ASK (Attitude, Skills and Knowledge).

Bloom’s taxonomy refers to a process. There is logic behind each sequence of learning curve. The initial phase refers to remembering a concept by understanding it thoroughly. The next stage is about application of the concept after understanding it. The third stage is the analysis of the concept after applying it. The fourth stage is the evaluation, and lastly, the creation of a body of knowledge happens only when we remember, understand, apply, analyze and evaluate.

Soft Skills Journal, Bloom’s Taxonomy, Pedagogical Tool, Teaching, Written, Business, Communication, KSA (Knowledge,
Skills and Attitude), ASK (Attitude, Skills and Knowledge).