Exactly. As an instructor who has also had to justify his assignments and outcomes using Bloom's, it's fine, but not really much beyond 'make students do new and more complicated things as you go'.
In my experience, Bloom's was more of a bureaucratic tool to justify outcomes rather than reflecting the actual learning in a course. That's an unsolvable problem, though - actual learning is individual and often not directly related to course outcomes, no matter how much a teacher tries to scaffold things.
In my experience, Bloom's was more of a bureaucratic tool to justify outcomes rather than reflecting the actual learning in a course. That's an unsolvable problem, though - actual learning is individual and often not directly related to course outcomes, no matter how much a teacher tries to scaffold things.