Blooms Revised Taxonomy In a Nutshell

Judy Sargent, Ph.D. CESA 7 School Improvement Services

Blooms TaxonomyRevised
Bloom's Original Taxonomy Knowledge Comprehension Anderson's Revised Taxonomy Remembering Understanding

Application
Analysis Synthesis Evaluation

Applying
Analyzing Evaluating Creating

Original Terms
Evaluation Synthesis Analysis Application

New Terms
Creating
Evaluating Analyzing Applying Understanding Remembering

Comprehension
Knowledge

(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

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.

BLOOMS REVISED TAXONOMY

Creating
Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing.

Evaluating
Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging

Analyzing
Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding

Applying
Using information in another familiar situation Implementing, carrying out, using, executing

Understanding
Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining

Remembering

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
Listen Group Choose Recite Review Quote Record Match Select Underline Cite Sort

Recall or recognition of specific information

Products include:
Quiz Definition Fact Label List Workbook

Worksheet
Test

Reproduction
Vocabulary

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
Recognizing
Locating knowledge in memory that is consistent with presented material. Synonyms: Identifying... Recalling Retrieving relevant knowledge from long-term memory. Synonyms : Retrieving. Naming...

Questions
What 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..

Tasks
Make 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.

Understanding
The learner grasps the meaning of information by interpreting and translating what has been learned.
Interpreting Exemplifying Summarizing Inferring Paraphrasing Classifying Comparing Explaining

Understanding cont
Restate

Identify
Discuss Retell

Describe
Report Recognize Review Observe Outline Account for Interpret Give main idea Estimate Define

Understanding of given information

Research
Annotate Translate

Products include:
Recitation Summary Collection Explanation Show and tell Example Quiz List Label Outline

Give examples of
Paraphrase Reorganize

Associate

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.

UnderstandIn a Nutshell
Interpreting Changing from one form of representation to another Synonyms: ParaphrasingTranslating,...Representing, Clarifying... Exemplifying Finding a specific example or illustration of a concept or principle Synonyms : 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 point Synonyms : Extrapolating Interpolating.. Predicting Concluding. Comparing Detecting correspondences between two ideas, objects, etc Synonyms : Contrasting Matching ...Mapping... Explaining Constructing a cause-and-effect model of a system. Synonyms : Constructing models... Questions Can 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 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 event Prepare a flow chart to illustrate the sequence 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 event Prepare 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

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 contUsing strategies,

Translate
concepts, principles and theories in new situations

Manipulate
Exhibit Illustrate

Paint
Change Compute Sequence Show Solve Collect Demonstrate Dramatise Construct Use Adapt Draw

Calculate
Interpret Make

Products include:
Photograph Illustration Simulation Presentation Interview Performance

Practice
Apply Operate

Sculpture

Diary

Demonstration Journal

Interview

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 characters 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

ApplyIn a Nutshell
APPLY Executing Applying knowledge (often procedural) to a routine task. Synonyms : Carrying out. Implementing Applying knowledge (often procedural) to a non-routine task. Synonyms : Using.. Questions
Can 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 Construct a model to demonstrate how it works Make a diorama to illustrate an event Make a scrapbook about the areas of study. Make a papier-mch 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: Potential Activities 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

AnalyzeIn a Nutshell
ANALYZE Differentiating Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material. Synonyms : Discriminating, Selecting, Focusing, Distinguishing, Organizing Determining how elements fit or function within a structure. Synonyms : Outlining, Structuring, Integrating, Finding coherence Attributing Determining the point of view, bias, values, or intent underlying presented material. Synonyms : Deconstructing

Questions Which 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...?

Tasks Design a questionnaire to gather information. Write a commercial to sell a new product Make 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 Judging the value of

Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritise Tell why Compare Evaluate Defend Select Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticise Rank Reject
ideas, materials and methods by developing and applying standards and criteria.

Products include:
Debate Panel Report Investigation Verdict Conclusion

Evaluation

Persuasive speech

Classroom Roles for Evaluating

Teacher roles in assessing Student roles in assessments Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies

Clarifies Accepts Guides

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 characters actions in the story

EvaluateIn a Nutshell
Checking Detecting inconsistencies or fallacies within a process or product. Determining whether a process or product has internal consistency. Synonyms : Testing, Detecting, Monitoring Critiquing Detecting the appropriateness of a procedure for a given task or problem. Synonyms :Judging Questions Is 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. ..? Tasks Conduct 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 Formulate
Improve Act Predict Produce Blend
Putting together ideas or elements to develop a original idea or engage in creative thinking.

Products include:
Film Story Project Song Newspaper Media product

Set up
Devise Concoct Compile

Plan
New game

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.

CreateIn a Nutshell
CREATE Generating Coming up with alternatives or hypotheses based on criteria Synonyms: Hypothesizing Planning Devising a procedure for accomplishing some task. producing Synonyms : Designing Producing Inventing a product. Synonyms: Constructing Questions Can 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...? Tasks Invent 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 idea Devise a way to