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Revised Bloom’s Taxonomy :
“A Taxonomy for Learning, Teaching
and Assessing”
RBT: Moving Toward
Cognitive Alignment
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Today’s Objectives:
Participants will:
•Investigate the Revised Bloom’s
Taxonomy
***New terms and new emphasis***
•Compare the “old” to the “new”
•Address the implications for alignment:
essential standards, instruction, and
assessment
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NC DPI K-12 Science
Unit Development Project
RBT- Revised Bloom’s Taxonomy
Dr. Lorin Anderson
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A Fundamental Truth by
Dr. Lorin Anderson:
We don’t see the
world as it is; we see
the world through
the lens through
which we look at it.
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NC’s New Lens: RBT
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Four Fundamental Questions for
Effective Curriculum Development
1. THE LEARNING QUESTION:
What is important for students to learn in the limited school and
classroom time available? (Prioritized and focused)
2. THE INSTRUCTION QUESTION:
How does one plan and deliver instruction that will result in high
levels of learning for large numbers of students? ( Success for all)
3. THE ASSESSMENT QUESTION
How does one select or design assessment instruments and
procedures that provide accurate information about how well
students are learning? (Assessment for learning and less assessment of
learning)
4. THE ALIGNMENT QUESTION:
How does one ensure that objectives, instruction and assessment
are consistent with one another? (the degree of consistency)
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What is the role of the NC
Department of Public
Instruction?
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The Structure of the 21st
Century Thinking Classroom
Formative &
Essential Standards/
Clarifying Objectives:
Summative
Assessments:
Question 1
Question 3
Learning Experiences/Activities
Materials and Equipment: Question 2
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You are now our partners .
Together we will sail into
unchartered territory on the
path to the development of the
NC Essential Standards for
Social Studies.
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What will it take to be
successful on this journey?
• You
must be motivated to learn
new things.
• Essential
Standards/Clarifying
objectives are not Goals and
objectives.
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(1) The Learning Question:
What is important for students
to learn in the limited school
and classroom time available?
2009 Social Studies Essential Standards
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Anatomy of Essential Standards
Subject: The student
Verb: (Only 1 per standard)
Object: Knowledge
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The S-V-O format of standards
in combination with the
two-dimensional structure of the
Taxonomy Table allows us to
classify standards so we better
understand their intent and
meaning in terms of student
learning. Let’s Try It!
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TASK
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SAMPLE STANDARDS
1. The student will compare whole numbers, fracti ons, decimals, and
perce nts, using concrete materials, dra wings of pictures, and
mathematical symbols.
2. Students will discuss the negative impacts of pesticides on the
pollination process.
3. Students will explain how technological and scientific advances,
including navigational advances and the use of gunpowder, affected
vari ous parts of the world politically, socially, and economically and
contributed to the power of European nations.
4. The student will recognize tone, mood, and theme in works of
literature and relate to personal experience.
5. The student will learn how to round whole numbers and decimals.
6. Students will use appr opri ate tools and technology (such as
calculators, computers, probes, thermometers, balances, spring
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scales, binoculars, microscopes, and hand lenses) to perform
tests,
collect data, and display data.
MORE SAMPLE STANDARDS
7. Students will use a map or series of maps to identify the
colonial expansion of European powers in Africa, Asia,
Oceania, and the America through 1770 .
8. The student will learn to use persuasive techniques to
produce effective mass media messages.
9. The student will identify the necessary and sufficient
properties that characterize quadrilaterals.
10. Students will accept the skepticism of others as part of the
scientific process.
11. Students will learn the major exports of the various South
American countries.
12. The student will remember the rules for using commas,
semi-colons, and colons.
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Relationship of Global, Educational
and Instructional Objectives:
GLOBAL
EDUCATIONAL
INSTRUCTIONAL
SCOPE
Broad
Moderate
Narrow
Time
Needed
to Learn
One or
more
years
Weeks or
months
Hours or days
Purpose
or
Function
Provide
Vision
Design
Curriculum
Prepare Lesson
Plans
Plan units of
instruction
Plan daily activities,
learning
experiences,
and exercises
Plan a
Example
multi-year
of
curriculum
Use
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Thought Processes
• Original
Bloom’s:
• Revised
Bloom’s:
Evaluation
Create
Synthesis
Evaluate
Analysis
Analyze
Application
Apply
Comprehension
Understand
Knowledge
Remember
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•
•
•
•
Why was the original
taxonomy revised?
Cognitive research revealed that
learning was not linear (e.g., analysis
may have to precede understanding….)
Over the years, too many verbs were
used (and misused) to describe the
levels.
Type of knowledge makes a difference.
The original taxonomy was not designed
for K-12 curricula.
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Mrs. Macintosh wants her students to
compare and contrast two Native
American folktales and the cultures each
represents. At which level of thought is
Mrs. Macintosh asking her students to
work according to Revised Bloom’s
Taxonomy?
a. Remembering
b. Understanding
c. Analyzing
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Mrs. Smith has asked her students to
classify the items in a diagram as living
or nonliving. At what level of Revised
Bloom’s Taxonomy is she having her
students think?
a. Understanding
b. Applying
c. Evaluating
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Students in Mrs. McElveen’s class
have been asked to read a research
article and summarize it in their
own words. At which level of
Bloom’s Taxonomy is she asking
them to think?
a. Understanding
b. Remembering
c. Applying
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Marzano’s
Dimensions of Thinking
Evaluating
Integrating
Generating
Revised Bloom’s Taxonomy
Create
Evaluate
Analyzing
Analyze
Applying
Apply
Organizing
Understand
Knowing
Remember
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What has happened to
Knowledge/Knowing?
To design a classification system
appropriate for all subject matters
(and grade levels), CONTENT had
to be replaced with KNOWLEDGE.
Thus, four Types of knowledge
were identified.
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What are Differences Between Content
and Knowledge?
Content is subject-matter specific. If you
focused on content, then, you would need
as many taxonomies as there are subject
matters (e.g., one for science, history, math,
art, etc.)
• Content exists outside the student. A major
problem, then, is how to get the content
inside the student. When content gets
inside the student, it becomes knowledge.
This transformation of content to knowledge
takes place through the cognitive processes
used by the student.
•
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RBT- The new way of categorizing thinking!
With this revision, Dr. Anderson proposes four
dimensions of knowledge:
1.
Factual knowledge- terms, details, symbols,
informational sources (vocabulary)
2.
Conceptual knowledge- classification,
generalizations, theories, models (Taxonomy
of a bug/tree)
3.
Procedural knowledge- employing a method
or technique, using skills, procedures to solve
a problem (Scientific method)
4.
Metacognitive knowledge- strategic, selfknowledge , critiquing, cognitive demands of
specific tasks, (experimentation)
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(2)The Instruction Question
How does one plan and
deliver instruction that will
result in high levels of
learning for large numbers of
students?
(Success for all)
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The Knowledge dimension is the
alignment for
Essential Standards and Instruction
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A.
FACTUAL
Knowledge
B.
CONCEPTUAL
Knowledge
C.
PROCEDURAL
Knowledge
D.
METACOGNITIVE
Knowledge
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A. Factual Knowledge
Basic elements students must know
to be acquainted with a discipline or
solve problems in it.
Sub-types:
Aa. Knowledge of terminology
Ab. Knowledge of specific details and
elements
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Examples of Factual Knowledge
•
•
•
•
1812
William Shakespeare
4 x 3 = 12
>
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B. Conceptual Knowledge
The interrelationships among the basic
elements within a larger structure that
enables them to work together.
Sub-types:
Ba. Knowledge of classifications and
categories
Bb. Knowledge of principles and
generalizations
Bc. Knowledge of theories, models, and
structures
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What is a concept?
A mental construct that
frames a set of examples
sharing common attributes.
Concepts are timeless,
universal
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Conceptual Knowledge
Has to be taught by defining the
attributes and with multiple
examples and non-examples
(some of which are near-misses);
can be abstract or concrete.
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C. Procedural Knowledge
How to do something: methods of inquiry,
and criteria for using skills, algorithms,
techniques, and methods
Sub-types:
Ca. Knowledge of subject-specific
skills and algorithms
Cb. Knowledge of subject-specific
techniques and methods
Cc. Knowledge of criteria for determining
when to use appropriate procedures
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Examples of Procedural
Knowledge
•
•
•
In math, algorithms for
performing long division
In science, methods for
designing experiments
In ELA, procedures for
spelling words
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D. Metacognitive Knowledge
Knowledge of cognition in general as well
as awareness and knowledge of one's own
cognition (thinking about your thinking)
Sub-types:
Da. Strategic knowledge
Db. Knowledge about cognitive tasks,
including appropriate contextual and
conditional knowledge
Dc. Self-knowledge
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Examples & Non-examples of
Metacognitive Knowledge
Examples:
1.
Knowing when to use mnemonic strategies,
paraphrasing, summarizing, questioning, notetaking, or outlining to attain a learning goal.
2.
Realizing that your study session will be more
productive if you work in the library rather than at
home
3.
Knowing that the science textbook chapters have to
be studied differently from novels.
Non-examples: Standards that ask the student to
A.
outline the structure of local government. (B)
B.
identify the author’s perspective in a literary work.
(B)
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CLUES:
How do you know you’re dealing
with Metacognitive Knowledge?
•
•
•
Assessments will be subjective and
divergent.
It would not be directly assessed on a
standardized test.
Difficult to measure via paper and
pencil tests---best done through
classroom discussion and observation
or examination of individual student
work.
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TASK
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(3) The Assessment Question
How does one select or design
assessment instruments and
procedures that provide accurate
information about how well
students are learning?
(Assessment for learning and less
assessment of learning)
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The Cognitive dimension is the
alignment for Standards and Assessment
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A.
FACTUAL
Knowledge
B.
CONCEPTUAL
Knowledge
C.
PROCEDURAL
Knowledge
D.
METACOGNITIVE
Knowledge
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Essential
Standard
Recognize
the stages
of the
water
cycle.
Assessment Prototype
A. Water on Earth cycles in different forms
and in different locations. Explain why water
cycles from the ocean to the clouds and falls
to the ground as rain?
B. Label the stages of the water cycle.
Which assessment prototype aligns to
the essential standard?
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(4)The Alignment Question
How does one ensure that objectives,
instruction and assessment are
consistent with one another?
(the degree of consistency)
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1. Remember
Retrieving relevant knowledge
from long term memory
(verbatim, unchanged by student)
Cognitive Processes:
1.1 Recognizing (identifying)
1.2 Recalling (retrieving)
Remembering is essential for meaningful
learning and problem-solving.
Used in more complex tasks.
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Classroom Roles for Remembering
Student roles
Teacher roles
• Responds
• Directs
• Absorbs
• Tells
• Remembers
• Shows
• Recognizes
• Examines
• Memorizes
• Questions
• Defines
• Evaluates
• Describes
• Retells
• Passive recipient
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The line of demarcation in the 6
cognitive categories
Remember = rote learning
All others = meaningful learning (transfer)
Rote learning requires students to remember
what they learned. Transfer requires students
to remember but also make sense of what
they have learned.
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2. Understand
Constructing meaning from
instructional messages, including
oral, written, and graphic
communication
•
•
•
More cognitive processes are
associated with this category than
any other category
Most represented in state
standards
Critical for all further learning
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2. Understand contd.
7 specific cognitive processes
2.1 Interpreting (clarifying, paraphrasing,
representing, translating)
2.2 Exemplifying (illustrating, instantiating)
2.3 Classifying (categorizing, subsuming)
2.4 Summarizing (abstracting, generalizing)
2.5 Inferring (concluding, extrapolating,
interpolating, predicting)
2.6 Comparing (contrasting, mapping, matching)
2.7 Explaining (constructing causative models)
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Examples of Understand
a)
b)
c)
d)
Classify the following (unfamiliar)
organisms as vertebrates or nonvertebrates.
Explain the causes of the American
Revolution.
Give examples of various kinds of
chemical compounds.
Represent number sentences expressed
in words as algebraic equations
expressed in symbols.
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Classroom Roles for Understanding
Student roles
Teacher roles
• Explains
• Demonstrates
• Describes
• Listens
• Outlines
• Questions
• Restates
• Share
similarities
• Translates
• Share
• Demonstrates
differences
• Interprets
• Examines
• Active participant
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3. Apply
Carry out or use a procedure in a given
situation.
Cognitive processes:
3.1 Executing (carrying out) – using a
procedure on familiar tasks (exercises);
has a fixed sequence of steps
3.2 Implementing – using a procedure on
unfamiliar tasks (problems); student has
to select technique or method & often
change sequence (e.g., a flowchart)
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Examples of Apply
a)
b)
Add 3-digit numbers.
Use the most effective,
efficient, and affordable
method of conducting a
research study to address a
specific research question.
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Classroom Roles for Applying
Teacher roles
Student roles
Shows
• Facilitates
• Observes
• Evaluates
• Organises
• Questions
•
•
Solves problems
• Demonstrates use
of knowledge
• Calculates
• Compiles
• Completes
• Illustrates
• Constructs
• Active recipient
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4. Analyze
Break material into its constituent parts and
determine how the parts relate to one another
and to an overall purpose.
Cognitive processes:
4.1 Differentiating [e.g. the relevant from
the irrelevant parts.]
4.2 Organizing [The ways that elements fit
or function within the overall structures.]
4.3 Attributing [the underlying purpose or
perspective.]
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Examples of Analyze
a)
b)
c)
In reading a passage on the battle of
Camden, determine whether the author
takes the perspective of the Americans
or the British.
Select the major points in research
reports.
Read a textbook lesson on statistics and
generate a matrix that includes each
statistic’s name, formula, and the
conditions under which it should be
used.
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Classroom Roles for Analyzing
Teacher roles
• Probes
• Guides
• Observes
• Evaluates
• Acts as a resource
• Questions
• Organises
• Dissects
Student roles
• Discusses
• Uncovers
• Argues
• Debates
• Thinks deeply
• Tests
• Examines
• Questions
• Calculates
• Investigates
• Inquires
• Active participant
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5. Evaluate
Make judgments based on
criteria and standards.
Cognitive processes:
5.1 Checking [testing for internal
consistencies or fallacies in an
operation or product]
5.2 Critiquing [judging a product or
operation based on externally
imposed criteria and standards.]
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Examples of Evaluate
a)
b)
Apply the International
Examination Board criteria
to judge the quality of a
choral performance.
Determine whether a
scientist's conclusion follows
from the observed data
noted in the report.
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Classroom Roles for Evaluating
Teacher roles:
• Clarifies
• Accepts
• Guides
Student roles:
• Judges
• Disputes
• Compares
• Critiques
• Questions
• Argues
• Assesses
• Decides
• Selects
• Justifies
• Active participant
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6. Create
Put elements together to form a coherent
or functional whole; reorganize elements
into a new pattern or structure.
Phases:
6.1 Generating (Hypothesizing) – meeting
certain criteria
6.2 Planning (Designing) – devising a solution
6.3 Producing (Constructing) – constructing
an original product based on 6.1 and 6.2
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Examples of Create
a)
Identify as many ways as
possible to use a brick.
b)
Develop a technological design
for a product that meets
designated criteria.
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Classroom Roles for Creating
Teacher roles
• Facilitates
• Extends
• Reflects
• Analyzes
• Evaluates
Student roles
• Designs
• Formulates
• Plans
• Takes risks
• Modifies
• Creates
• Proposes
• Active participant
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Unit Development using the
RBT Taxonomy Table
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
A.
FACTUAL
Knowledge
B.
CONCEPTUAL
Knowledge
C.
PROCEDURAL
Knowledge
D.
METACOGNITIVE
Knowledge
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A1 A2 A3 A4 A5
A6
B1 B2 B3 B4 B5
B6
C1 C2 C3 C4 C5
C6
D1 D2 D3 D4 D5
D6
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TASK
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MOST POPULATED CELLS IN STATE STANDRDS
THE COGNITIVE PROCESS DIMENSION
THE
KNOWLEDGE
DIMENSION
1.
REMEM
BER
A.
FACTUAL
KNOWLEDGE
A1
B.
CONCEPTUAL
KNOWLEDGE
C.
PROCEDURAL
KNOWLEDGE
D.
METACOGNITIVE
KNOWLEDGE
2.
UNDER
STAND
3.
APPLY
4.
ANALYZE
5.
EVALU
ATE
6.
CREATE
B2
C3
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Mrs. Andrews assigned the following tasks as
part of a reading lesson. Place them in order
of their location on the revised Bloom’s
Taxonomy from lowest to highest.
1.
2.
3.
4.
Place the events of the story in chronological
order.
Write a new ending for the story.
Choose one of the story’s characters as a “best
friend” and justify your choice.
On what date did this story begin?
a. 1, 2, 3, 4
b. 4, 1, 3, 2
c. 4, 1, 2, 3
d. 1, 4, 3, 2
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Thank you for your Attention!
Reference:
•Lorin W. Anderson and David R. Krathwohl,
A Taxonomy for Learning, Teaching, and
Assessing: A Revision of Bloom’s Taxonomy
of Educational Objectives, © 2001. Published
by Allyn and Bacon, Boston, MA. © 2001 by
Pearson Education.
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