Transcript Bloom’s Revised Taxonomy—In a Nutshell

Bloom’s Revised Taxonomy—
In a Nutshell
Judy Sargent, Ph.D.
CESA 7 School Improvement Services
Bloom’s Taxonomy—Revised
Bloom's Original
Taxonomy
Knowledge
Anderson's Revised
Taxonomy
Remembering
Comprehension
Understanding
Application
Applying
Analysis
Analyzing
Synthesis
Evaluating
Evaluation
Creating
Original Terms
New Terms
• Evaluation
•Creating
• Synthesis
•Evaluating
• Analysis
•Analyzing
• Application
•Applying
• Comprehension
•Understanding
• Knowledge
•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
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
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.
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Recognizing
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Can you recall information?
Remembering
cont’
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List
Memorize
Relate
Show
Locate
Distinguish
Give example
Reproduce
Quote
Repeat
Label
Recall
Know
Group
Read
Write
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Listen
Group
Choose
Recite
Review
Quote
Record
Match
Select
Underline
Cite
Sort
Recall or
recognition of
specific
information
Products include:
• Quiz
Label
• Definition
• List
• Fact
• Workbook
• Worksheet
• Reproduction
• Test
•Vocabulary
Classroom Roles for Remembering
Teacher roles in
assessing
Student roles in
assessments
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Directs
Tells
Shows
Examines
Questions
Evaluates
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
Questions
Tasks
Locating knowledge in
memory that is
consistent with
presented material.
Synonyms: Identifying...
Recalling
Retrieving relevant
knowledge from
long-term memory.
Synonyms :
Retrieving….
Naming…...
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…..
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.
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Interpreting
Exemplifying
Summarizing
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Understanding cont’
• Restate
• Identify
• Discuss
• Retell
• Research
• Annotate
• Translate
• Give examples of
• Paraphrase
• Reorganize
• Associate
• Describe
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Report
Recognize
Review
Observe
Outline
Account for
Interpret
Give main idea
Estimate
Define
Understanding
of given
information
Products include:
• Recitation
• Example
• Summary
• Quiz
• Collection
• List
• Explanation
• Label
• Show and tell
• Outline
Classroom Roles for
Understanding
Teacher roles in
assessing
Student roles in
assessments
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Demonstrates
Listens
Questions
Compares
Contrasts
Examines
Explains
Describes
Outlines
Restates
Translates
Demonstrates
Interprets
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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 Nutshell
Interpreting
Changing from one form of representation to
another
Synonyms:
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Paraphrasing…Translating,...Representing,…
Clarifying...
Exemplifying
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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
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Drawing a logical conclusion from presented
information.
Synonyms : Abstracting… Generalizing...
Inferring
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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 cont’Using strategies,
concepts, principles
and theories in new
situations
• Translate
• Manipulate
• Exhibit
• Illustrate
• Calculate
• Interpret
• Make
• Practice
• Apply
• Operate
• Interview
• Paint
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Change
Compute
Sequence
Show
Solve
Collect
Demonstrate
Dramatise
Construct
Use
Adapt
Draw
Products include:
• Photograph
• Presentation
• Illustration
• Interview
• Simulation
• Performance
• Sculpture
• Diary
• Demonstration • Journal
Classroom Roles for Applying
Teacher roles in
assessing
Student roles in
assessment
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• Solves problems
• Demonstrates use of
knowledge
• Calculates
• Compiles
• Completes
• Illustrates
• Constructs
Shows
Facilitates
Observes
Evaluates
Organizes
Questions
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…
Apply—In 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-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.
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Comparing
Organizing
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating
Can you break information into parts to explore
understandings and relationships?
Analyzing cont’
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Distinguish
Question
Appraise
Experiment
Inspect
Examine
Probe
Separate
Inquire
Arrange
Investigate
Sift
Research
Calculate
Criticize
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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
• Survey
• Spreadsheet
• Database
• Checklist
• Mobile
• Chart
• Abstract
• Outline
• Report
Classroom Roles for analyzing
Teacher roles in
assessing
Student roles in
assessments
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Probes
Guides
Observes
Evaluates
Acts as a resource
Questions
Organizes
Dissects
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
Analyze—In 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.
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Checking
Hypothesizing
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Can you justify a decision or course of action?
Evaluating cont’
Judging the value of
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Judge
Rate
Validate
Predict
Assess
Score
Revise
Infer
Determine
Prioritise
Tell why
Compare
Evaluate
Defend
Select
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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
• Investigation
• Panel
• Verdict
• Report
• Conclusion
• Evaluation
•Persuasive
speech
Classroom Roles for Evaluating
Teacher roles in assessing
Student roles in assessments
• Clarifies
• Accepts
• Guides
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Judges
Disputes
Compares
Critiques
Questions
Argues
Assesses
Decides
Selects
Justifies
Evaluating: Potential Activities and
Products
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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 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’
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Compose
Assemble
Organise
Invent
Compile
Forecast
Devise
Propose
Construct
Plan
Prepare
Develop
Originate
Imagine
Putting together ideas
or elements to develop
a original idea or
engage in creative
thinking.
• Formulate
• Improve
• Act
• Predict
• Produce
• Blend
• Set up
• Devise
• Concoct
• Compile
Products include:
• Film
• Song
• Story
• Newspaper
• Project
• Media product
• Plan
• Advertisement
• New game
• Painting
Classroom Roles for Creating
Teacher roles in
assessing
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Facilitates
Extends
Reflects
Analyzes
Evaluates
Student roles in
assessment
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Designs
Formulates
Plans
Takes risks
Modifies
Creates
Proposes
Active participant
Creating: Potential Activities and
Products
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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 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