Professional Documents
Culture Documents
with
the Revised
BloomsTaxo
nomy
Taxonomy = Classification
Classification of thinking
Six cognitive levels
of complexity
Incorporate
knowledge to be
learned (knowledge
dimension) and
cognitive process to
learn
Facilitate questioning
(oral language =
important role within
framework)
Original
Revised
Evaluation
Creating
Synthesis
Evaluating
Analysis
Analyzing
Application
Applying
Comprehension
Understanding
Knowledge
Remembering
Noun
Verb
Original
Revised
Evaluation
Creating
Synthesis
Evaluating
Analysis
Analyzing
Application
Applying
Comprehension
Understanding
Knowledge
Remembering
Noun
Verb
Original
Revised
Evaluation
Creating
Synthesis
Evaluating
Analysis
Analyzing
Application
Applying
Comprehension
Understanding
Knowledge
Remembering
Noun
Verb
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Cognitive
Domain
Analyzing
Applying
Creating
Affective
Domain
Characterizing
by value or value
concept
Evaluating
Organizing &
conceptualizing
Remembering
Receiving
Understanding
Responding
Valuing
Psychomotor
Domain
Articulating
Imitating
Manipulating
Performing
Precisioning
Cognitive
Domain
Analyzing
Applying
Creating
Affective
Domain
Characterizing
by value or value
concept
Evaluating
Organizing &
conceptualizing
Remembering
Receiving
Understanding
Responding
Valuing
Psychomotor
Domain
Articulating
Imitating
Manipulating
Performing
Precisioning
Change in Terms
Categories noun to verb
Taxonomy reflects different forms of thinking
(thinking is an active process) verbs describe
actions, nouns do not
Reorganized categories
Knowledge = product/outcome of thinking
(inappropriate to describe a category of
thinking) now remembering
Comprehension now understanding
Synthesis now creating to better reflect nature
of thinking described by each category
Handout #
Changes in Structure
Products of thinking part of taxonomy
Forms of knowledge = factual, conceptual,
procedural, metacognitive (thinking about
thinking)
Synthesis (creating) and evaluation
(evaluating) interchanged
Creative thinking more complex form of
thinking than critical thinking (evaluating)
Handout #
Changes in Emphasis
USE: More authentic tool for curriculum
planning, instructional delivery and
assessment
Aimed at broader audience
Easily applied to all levels of education
Revision emphasizes explanation and
description of subcategories
Handout #
Remembering
The learner is able to recall, restate and
remember learned information
Describing
Finding
Identifying
Listing
Retrieving
Naming
Locating
Recognizing
Understanding
Student grasps meaning of information
by interpreting and translating
what has been learned
Classifying
Comparing
Exemplifying
Explaining
Inferring
Interpreting
Paraphrasing
Summarizing
Applying
Student makes use of information in a context
different from the one in which it was learned
Implementing
Carrying out
Using
Executing
Analyzing
Student breaks learned information into
its parts to best understand that information
Attributing
Comparing
Deconstructing
Finding
Integrating
Organizing
Outlining
Structuring
Evaluating
Student makes decisions based on in-depth
reflection, criticism and assessment
Checking
Critiquing
Detecting
Experimenting
Hypothesising
Judging
Monitoring
Testing
Creating
Student creates new ideas and information
using what previously has been learned
Constructing
Designing
Devising
Inventing
Making
Planning
Producing
Questioning . . .
Lower level questionsremembering,
understanding & lower level applying levels
Lower level questions
Evaluate students preparation and
comprehension
Diagnose students strengths and weaknesses
Review and/or summarizing content
Handout #
Questioning . . .
Higher level questions require complex
application, analysis, evaluation or creation
skills
Higher level questions
Encourage students to think more deeply and
critically
Facilitate problem solving
Encourage discussions
Stimulate students to seek information on their
own
Handout #
Remembering stems
What happened after...?
How many...?
What is...?
Who was it that...?
Name ...
Find the definition of
Describe what happened after
Who spoke to...?
Which is true or false...?
(Pohl, 2000)
Understanding stems
Explain why
Write in your own words
How would you explain?
Write a brief outline...
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Clarify
Illustrate
(Pohl, 2000)
Applying stems
Explain another instance where
Group by characteristics such as
Which factors would you change if?
What questions would you ask of?
From the information given, develop a set of
instructions about
(Pohl, 2000)
Analyzing stems
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?
Explain what must have happened when...
What are some or the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
What was the problem with...?
(Pohl, 2000)
Evaluating stems
Judge the value of... What do you think about...?
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...?
What are the consequences...?
What influence will....have on our lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
Who will gain & who will loose?
(Pohl, 2000)
Creating stems
Design a...to...
Devise a possible solution to...
If you had access to all resources, how would you
deal with...?
Devise your own way to...
What would happen if ...?
How many ways can you...?
Create new and unusual uses for...
Develop a proposal which would...
(Pohl, 2000)
Summary
Blooms revised taxonomy
Systematic process of thinking & learning
Assists assessment efforts with easy-to-use
format
Visual representation of alignment between goals
& objectives with standards, activities, &
outcomes
Helps form challenging questions to help
students gain knowledge & critical thinking skills
Assists in development of goals, objectives, &
lesson plans
Lets Practice!
Thank You!