Judy Sargent, Ph.D. CESA 7 School Improvement Services Bloom’s Revised Taxonomy—In a Nutshell
May 06, 2015
Judy Sargent, Ph.D.
CESA 7 School Improvement Services
Bloom’s Revised Taxonomy—In a Nutshell
Bloom’s Taxonomy—Revised
Bloom's Original Taxonomy
Anderson's Revised Taxonomy
Knowledge Remembering
Comprehension Understanding
Application Applying
Analysis Analyzing
Synthesis Evaluating
Evaluation Creating
Original Terms New Terms
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
•Creating
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Changes in Terminology
• As depicted in the previous table, the names of six major categories were changed from noun to verb forms. The reasoning behind this is that the taxonomy reflects different forms of thinking and thinking is an active process. Verbs describe actions, not nouns, hence the change.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
Changes in Structure
The one- dimensional form of the original taxonomy becomes a two-dimensional table with the addition of the products of thinking ( i.e. various forms of knowledge). Forms of knowledge are listed in the revised taxonomy as factual, conceptual, procedural and metacognitive. The major categories were ordered in terms of increased complexity. As a result, the order of synthesis (create) and evaluation (evaluate) have been interchanged. This is in deference to the popularly held notion that if one considers the taxonomy as a hierarchy reflecting increasing complexity, then creative thinking (i.e creating level of the revised taxonomy) is a more complex form of thinking than critical thinking (i.e. evaluating level of the new taxonomy).
Changes in emphasis
•The revision's primary focus is on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.•The revision is aimed at a broader audience. Bloom's Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.•The revision emphasizes explanation and description of subcategories.For example, sub-categories at the Remembering level of the taxonomy include :
Recognizing / Identifying - Locating knowledge in memory that is consistent with presented material.Recalling / Retrieving / Naming – Retrieving relevant knowledge from long-term memory.
BLOOM’S REVISED TAXONOMY
CreatingCreatingGenerating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
EvaluatingEvaluatingJustifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
Analyzing AnalyzingBreaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing
UnderstandingUnderstandingExplaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
RememberingRememberingRecalling information
Recognizing, listing, describing, retrieving, naming, finding
Remembering
The learner is able to recall, restate and remember learned information.– Recognizing– Listing– Describing– Identifying– Retrieving– Naming– Locating– Finding
Can you recall information?
Remembering cont’
• List• Memorize• Relate• Show• Locate• Distinguish• Give example• Reproduce• Quote• Repeat• Label• Recall• Know• Group• Read• Write• Outline
• Listen• Group• Choose• Recite• Review• Quote• Record• Match• Select• Underline• Cite• Sort
Recall or recognition of
specific information
Label
• List
• Workbook
• Reproduction
•Vocabulary
Products include:
• Quiz
• Definition
• Fact
• Worksheet
• Test
Classroom Roles for Remembering
Teacher roles in assessing
• Directs• Tells• Shows• Examines• Questions• Evaluates
Student roles in assessments
• Responds• Remembers• Recognizes• Memorizes• Defines• Describes• Retells
Remembering: Potential Activities and Products
• Make a story map showing the main events of the story.
• Make a time line of your typical day.• Make a concept map of the topic.• Write a list of keywords you know about….• What characters were in the story?• Make a chart showing…• Make an acrostic poem about…• Recite a poem you have learnt.
Remember – In a Nutshell
RecognizingLocating knowledge in
memory that is consistent with presented material.
Synonyms: Identifying...RecallingRetrieving relevant
knowledge from long-term memory.
Synonyms : Retrieving….
Naming…...
QuestionsWhat happened after...?How many...?What is...?Who was it that...?Can you name ...?Find the meaning of…Describe what happened
after…Who spoke to...?Which is true or false...?Identify who….Name all the…..
TasksMake a list of the main
events of the story. Make a time line of
events.Make a facts chart .Write a list of any
pieces of information you can remember.
What animals were in the story.
Make a chart showing…Make an acrostic.Recite a poem.
UnderstandingThe learner grasps the meaning of information by
interpreting and translating what has been learned.– Interpreting
– Exemplifying
– Summarizing
– Inferring
– Paraphrasing
– Classifying
– Comparing
– Explaining
Can you explain ideas or concepts?
Understanding cont’
• Restate
• Identify
• Discuss
• Retell
• Research
• Annotate
• Translate
• Give examples of
• Paraphrase
• Reorganize
• Associate
• Describe
• Report• Recognize• Review• Observe• Outline• Account for• Interpret• Give main idea• Estimate• Define
Understanding of given
information
Products include:
• Recitation
• Summary
• Collection
• Explanation
• Show and tell
• Example
• Quiz
• List
• Label
• Outline
Classroom Roles for Understanding
Teacher roles in assessing
• Demonstrates• Listens• Questions• Compares• Contrasts• Examines
Student roles in assessments
• Explains• Describes• Outlines• Restates• Translates• Demonstrates• Interprets
Understanding: Potential Activities and Products
• Write in your own words…
• Cut out, or draw pictures to illustrate a particular event in the story.
• Report to the class…
• Illustrate what you think the main idea may have been.
• Make a cartoon strip showing the sequence of events in the story.
• Write and perform a play based on the story.
• Write a brief outline to explain this story to someone else
• Explain why the character solved the problem in this particular way
• Write a summary report of the event.
• Prepare a flow chart to illustrate the sequence of events.
• Make a colouring book.
• Paraphrase this chapter in the book.
• Retell in your own words.
• Outline the main points.
Understand—In a NutshellInterpretingChanging from one form of representation to anotherSynonyms:• Paraphrasing…Translating,...Representing,…
Clarifying...Exemplifying• Finding a specific example or illustration of a
concept or principleSynonyms : Instantiating… Illustrating...Classifying• Determining that something belongs to a
category (e.g., concept or principle).Synonyms : Categorizing...Subsuming...Summarizing• Drawing a logical conclusion from presented
information.Synonyms : Abstracting… Generalizing...Inferring• Abstracting a general theme or major pointSynonyms : Extrapolating… Interpolating..
Predicting… Concluding….Comparing• Detecting correspondences between two ideas,
objects, etcSynonyms : Contrasting… Matching ...Mapping...Explaining• Constructing a cause-and-effect model of a
system.Synonyms : Constructing models...
QuestionsCan you write in your
own words? How would you
explain…?Can you write a brief
outline...?What do you think
could have happened next...?
Who do you think...?What was the main
idea...?Clarify why….Illustrate the ………Does everyone act in
the way that …….. does?
Draw a story map.Explain why a
character acted in the way that they did.
Tasks Cut out, or draw pictures to show a
particular event.Illustrate what you think the main idea
may have been.Make a cartoon strip showing the
sequenceof events.Write and perform a play based on the
story.Retell the story in your own words.Write a summary report of the eventPrepare a flow chart to illustrate thesequence of events.Make a coloring book.Cut out, or draw pictures to show a
particular event. Illustrate what you think the main idea was.
Make a cartoon strip showing the sequence of events.
Write and perform a play based on the story.
Retell the story in your own words.Write a summary report of the eventPrepare a flow chart to illustrate the
sequence of events.Cut out, or draw pictures to show a
particular event. Illustrate what you think the main idea was.
Make a cartoon strip showing the sequence of events.
Write and perform a play based on the story
Applying
The learner makes use of information in a context different from the one in which it was learned.
– Implementing
– Carrying out
– Using
– Executing
Can you use the information in another
familiar situation?
Applying cont’
• Translate
• Manipulate
• Exhibit
• Illustrate
• Calculate
• Interpret
• Make
• Practice
• Apply
• Operate
• Interview
• Paint• Change• Compute• Sequence• Show• Solve• Collect• Demonstrate• Dramatise• Construct• Use• Adapt• Draw
Using strategies, concepts, principles and theories in new
situations
Products include:
• Photograph
• Illustration
• Simulation
• Sculpture
• Demonstration
• Presentation
• Interview
• Performance
• Diary
• Journal
Classroom Roles for Applying
Teacher roles in assessing
• Shows• Facilitates• Observes• Evaluates• Organizes• Questions
Student roles in assessment
• Solves problems• Demonstrates use of
knowledge• Calculates• Compiles• Completes• Illustrates • Constructs
Applying: Potential Activities and Products
• Construct a model to demonstrate how it looks or works• Practice a play and perform it for the class• Make a diorama to illustrate an event• Write a diary entry• Make a scrapbook about the area of study.• Prepare invitations for a character’s birthday party• Make a topographic map• Take and display a collection of photographs on a particular
topic.• Make up a puzzle or a game about the topic.• Write an explanation about this topic for others.• Dress a doll in national costume.• Make a clay model…• Paint a mural using the same materials.• Continue the story…
Apply—In a NutshellAPPLY ExecutingApplying knowledge
(often procedural) to a routine task.
Synonyms : Carrying out….
ImplementingApplying knowledge
(often procedural) to a non-routine task.
Synonyms : Using…..
QuestionsCan you write in your own
words?How would you explain…?Can you write a brief
outline...?What do you think could have
happened next...?Who do you think...?What was the main idea...?Clarify why….Illustrate the ………Does everyone act in the way
that …….. does?Draw a story map.Explain why a character acted
in the way that they did.
TasksConstruct a model to
demonstrate how it
works Make a diorama to illustrate
an eventMake a scrapbook about the
areas of study.Make a papier-mâché map /
clay model to include relevant information about an event.
Take a collection of photographs to demonstrate a particular point.
Make up a puzzle game.Write a textbook about this
topic for others.
Analyzing
The learner breaks learned information into its parts to best understand that information.– Comparing– Organizing– Deconstructing– Attributing– Outlining– Finding– Structuring– Integrating
Can you break information into parts to explore understandings and relationships?
Analyzing cont’
• Distinguish• Question• Appraise• Experiment• Inspect• Examine• Probe• Separate• Inquire• Arrange• Investigate• Sift• Research• Calculate• Criticize
• Compare• Contrast• Survey• Detect• Group• Order• Sequence• Test• Debate• Analyze• Diagram• Relate• Dissect• Categorize• Discriminate
Breaking information down into its component
elements
Products include:
• Graph
• Spreadsheet
• Checklist
• Chart
• Outline
• Survey
• Database
• Mobile
• Abstract
• Report
Classroom Roles for analyzing
Teacher roles in assessing
• Probes• Guides• Observes• Evaluates• Acts as a resource• Questions• Organizes• Dissects
Student roles in assessments
• Discusses• Uncovers• Argues• Debates• Thinks deeply• Tests• Examines• Questions• Calculates• Investigates• Inquires
Analyzing: PotentialActivities and Products
• Use a Venn Diagram to show how two topics are the same and different
• Design a questionnaire to gather information.• Survey classmates to find out what they think about a particular
topic. Analyse the results.• Make a flow chart to show the critical stages.• Classify the actions of the characters in the book• Create a sociogram from the narrative• Construct a graph to illustrate selected information.• Make a family tree showing relationships.• Devise a role-play about the study area.• Write a biography of a person studied.• Prepare a report about the area of study.• Conduct an investigation to produce information to support a
view.• Review a work of art in terms of form, colour and texture.• Draw a graph• Complete a Decision Making Matrix to help you decide which
breakfast cereal to purchase
Analyze—In a NutshellANALYZE DifferentiatingDistinguishing relevant from
irrelevant parts or important from unimportant parts of presented material.
Synonyms : Discriminating, Selecting, Focusing, Distinguishing,
OrganizingDetermining how elements fit or
function within a structure.Synonyms : Outlining,
Structuring, Integrating, Finding coherence
AttributingDetermining the point of view,
bias, values, or intent underlying presented material. Synonyms : Deconstructing
QuestionsWhich events could not have
happened? If. ..happened, what might the
ending have been?How is...similar to...?What do you see as other
possible outcomes?Why did...changes occur?Can you explain what must
have happened when...?What are some or the
problems of...?Can you distinguish
between...?What were some of the
motives behind..?What was the turning point?What was the problem
with...?
TasksDesign a questionnaire to
gather information. Write a commercial to sell a
new productMake flow chart to show the
critical stages.Construct a graph to
illustrate selected information.
Make a family tree showing relationships.
Devise a play about the study area.
Write a biography of a person studied.
Prepare a report about the area of study.
Evaluating
The learner makes decisions based on in-depth reflection, criticism and assessment.– Checking
– Hypothesizing
– Critiquing
– Experimenting
– Judging
– Testing
– Detecting
– Monitoring
Can you justify a decision or course of action?
Evaluating cont’
• Judge• Rate• Validate• Predict• Assess• Score• Revise• Infer• Determine• Prioritise• Tell why• Compare• Evaluate• Defend• Select• Measure
• Choose• Conclude• Deduce• Debate• Justify• Recommend• Discriminate• Appraise• Value• Probe• Argue• Decide• Criticise• Rank• Reject
Judging the value of ideas, materials and
methods by developing and applying standards
and criteria.
Products include:
• Debate
• Panel
• Report
• Evaluation
• Investigation
• Verdict
• Conclusion
•Persuasive speech
Classroom Roles for Evaluating
Teacher roles in assessing
• Clarifies
• Accepts
• Guides
Student roles in assessments
• Judges• Disputes• Compares• Critiques• Questions• Argues• Assesses• Decides• Selects • Justifies
Evaluating: Potential Activities and Products
• Write a letter to the editor• Prepare and conduct a debate• Prepare a list of criteria to judge…• Write a persuasive speech arguing for/against…• Make a booklet about five rules you see as important. Convince
others.• Form a panel to discuss viewpoints on….• Write a letter to. ..advising on changes needed.• Write a half-yearly report.• Prepare a case to present your view about...• Complete a PMI on…• Evaluate the character’s actions in the story
Evaluate—In a NutshellCheckingDetecting inconsistencies or
fallacies within a process or product.
Determining whether a process or product has internal consistency.
Synonyms : Testing, Detecting, Monitoring
CritiquingDetecting the
appropriateness of a procedure for a given task or problem.
Synonyms :Judging
QuestionsIs there a better solution
to...?Judge the value of... What
do you think about...?Can you defend your
position about...?Do you think...is a good or
bad thing?How would you have
handled...?What changes to.. would
you recommend?Do you believe...? How
would you feel if. ..?How effective are. ..?
TasksConduct a
debate about an issue of special interest.
Make a booklet about five rules you see as important. Convince others.
Form a panel to discuss views.
Write a letter to ...advising on changes needed.
Write a half-year report.Prepare a case to
present your view about...
Creating
The learner creates new ideas and information using what has been previously learned.
– Designing
– Constructing
– Planning
– Producing
– Inventing
– Devising
– Making
Can you generate new products, ideas, or ways of viewing things?
Creating cont’
• Compose• Assemble• Organise• Invent• Compile• Forecast• Devise• Propose• Construct• Plan• Prepare• Develop• Originate• Imagine• Generate
• Formulate
• Improve
• Act
• Predict
• Produce
• Blend
• Set up
• Devise
• Concoct
• Compile
Putting together ideas or elements to develop
a original idea or engage in creative
thinking.
Products include:
• Film
• Story
• Project
• Plan
• New game
• Song
• Newspaper
• Media product
• Advertisement
• Painting
Classroom Roles for Creating
Teacher roles in assessing
• Facilitates• Extends • Reflects• Analyzes• Evaluates
Student roles in assessment
• Designs• Formulates• Plans• Takes risks• Modifies• Creates• Proposes• Active participant
Creating: Potential Activities and Products
• Use the problem solving strategy to invent a new type of sports shoe• Invent a machine to do a specific task.• Design a robot to do your homework.• Create a new product. Give it a name and plan a marketing campaign.• Write about your feelings in relation to...• Write a TV show play, puppet show, role play, song or pantomime about..• Design a new monetary system • Develop a menu for a new restaurant using a variety of healthy foods• Design a record, book or magazine cover for...• Sell an idea• Devise a way to...• Make up a new language and use it in an example• Write a jingle to advertise a new product.
Create—In a NutshellCREATE GeneratingComing up with alternatives or hypotheses based on criteriaSynonyms: HypothesizingPlanningDevising a procedure for accomplishing some task. producingSynonyms : DesigningProducingInventing a product.Synonyms: Constructing
QuestionsCan you design a...to...? Can you see a possible solution to...?If you had access to all resources, how would you deal with...?Why don't you devise your own way to...?What would happen if ...?How many ways can you...?Can you create new and unusual uses for...?Can you develop a proposal which would...?
TasksInvent a machine to do a specific task. Design a building to house your study.Create a new product. Give it a name and plan a marketing campaign.Write about your feelings in relation to...Write a TV show play,
puppet show, role play, song or pantomime about..Design a record, book or magazine cover for...Sell an ideaDevise a way to