The Revised Bloom’s Taxonomy: An Overview

Organizing Questions For Curriculum Development

1.What is important for students to learn in the limited school and classroom time available?

2. How does one plan and deliver instruction that will result in high levels of learning for large numbers of students?

3. How does one select or design assessment instruments and procedures that provide accurate information about how well students are learning?

4. How does one ensure that objectives, instruction, and assessment are consistent with one another?

Learning occurs best when there is:

A purposeful process that aligns what is:– Written– Taught– Tested

Attention to both:– Content– Cognitive Type

Importance of Alignment

Alignment is an even stronger predictor of student achievement on standardized tests than are socioeconomic status, gender, race, and teacher effect.

(Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)

The Department of Public Instruction Deploys

STANDARDS The District Designs

LOCAL CURRICULUM The Teachers Design

INSTRUCTION

Student Achievement is a

Shared Responsibility

Bloom’s is familiar to MOST educators

Show old model

Voiceover, “It has its limitations”

Objectives are statements of what a teacher wants students

to learn as a result of the instruction provided.

Standards are simply mandated objectives.

The Common Format of Objectives

Subject Verb Object

S V O

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s is familiar to MOST educators

Bloom Revised Bloom

• Remember

• Apply

• Understand

• Analyze

• Evaluate

• Create• Evaluation

• Analysis

• Synthesis

• Application

• Comprehension

• Knowledge

Activity

Examine the science objective below to determine if it represents the old or revised Bloom. Explain your answer.

Illustrate the motion of an object using a graph to show a change in position over a period of time.

THE TAXONOMY TABLE

COGNITIVE PROCESS DIMENSION

FACTUAL KNOWLEDGE

KNOWLEDGE

DIMENSION

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

CONCEPTUAL KNOWLEDGE

PROCEDURAL KNOWLEDGE

METACOGNITIVE KNOWLEDGE

The Cognitive Process Dimension

The Cognitive Process Dimension contains six categories

Each category contains two or more specific cognitive processes.

When all six categories are considered, there is a total of 19 cognitive processes

Cognitive Processes

Remember

Understand

Recognizing Recalling Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining

Cognitive Processes (continued)

Apply

Analyze

Evaluate

Create

Executing Implementing Differentiating Organizing Attributing Checking Critiquing Generating Planning Producing

The object of objectives contains the content to be learned.

In order to form categories we need to shift from CONTENT to KNOWLEDGE.

What are Differences Between Content and Knowledge?

Content exists outside the student. A major problem, then, is how to get the content inside the student.

Content is subject-matter specific.

Four Types of Knowledge

Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

Factual Knowledge

Terminology

Specific details

Conceptual Knowledge

Classifications and categories

Principles and generalizations

Theories, models, and structures

Procedural Knowledge

Subject-specific skills and algorithms

Subject-specific techniques and methods

Criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic knowledge

Knowledge about cognitive tasks

Self-knowledge

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2 14-oz cans artichoke hearts

16 oz. mayonnaise

1 c. grated Parmesan cheese

Garlic salt (optional)

====================================

1. Drain artichoke hearts.

2. Mash artichokes with fork.

3. Mix with mayonnaise, cheese, and garlic salt.

4. Bake at 350 degrees for 15 minutes or until cheese is melted.

5. Serve with crackers or party rye.

THE TAXONOMY TABLE

COGNITIVE PROCESS DIMENSION

FACTUAL KNOWLEDGE

KNOWLEDGE

DIMENSION

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

CONCEPTUAL KNOWLEDGE

PROCEDURAL KNOWLEDGE

METACOGNITIVE KNOWLEDGE

How it Works

THE TAXONOMY TABLE

D6 D5 D4 D3 D2 D1D.

MetacognitiveKnowledge

C6 C5 C4 C3 C2 C1C. ProceduralKnowledge

B6 B5 B4 B3 B2 B1B. Conceptual Knowledge

A6 A5 A4 A3 A2 A1 A. Factual Knowledge

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

ActivityConstruct a task that gets at D4

Unlike the verbs, the objects of the standards are subject-specific (e.g., math, science, social studies).

The objects specify the CONTENT of the standard. For clarity, CONTENT was replaced by KNOWLEDGE.

Explain the political alliances and policies that impacted the United States in the latter part of the 20th Century, including NATO, the UN,

and OPEC

Use N

C Exa

mples

THE TAXONOMY TABLE

COGNITIVE PROCESS DIMENSION

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

Verb = Explain

Object = the political alliances and policies that impacted the United States in the latter part of the 20th Century

including NATO, the UN, and OPEC [Extraneous information]

Use NC Examples

Verb = Explain = Understand

Object = the political alliances and policies that impacted the United States in the latter part of the 20th Century = Conceptual Knowledge

Use NC Examples

Summarize the provisions of the 13th, 14th, and 15th Amendments to the Constitution, including how the amendments protected the rights of

African Americans and sought to enhance their political, social, and

economic opportunities

Use NC Examples

Verb = Summarize

Object = Provisions of the 13th, 14th, and 15th Amendments to the Constitution

Including how the amendments protected the rights of African Americans and sought to enhance their political, social, and economic opportunities [Extraneous information]

Use NC Examples

Verb = Summarize = Understand

Object = Provisions of the 13th, 14th, and 15th Amendments to the Constitution = Factual Knowledge

Use NC Examples

THE TAXONOMY TABLE

COGNITIVE PROCESS DIMENSION

Standard 1

FACTUAL KNOWLEDGE

KNOWLEDGE

DIMENSION

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

CONCEPTUAL KNOWLEDGE

PROCEDURAL KNOWLEDGE

METACOGNITIVE KNOWLEDGE

Standard 2

Use NC Examples

The SVO 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.

Content AlignmentThis is about the rows in RBT

“Does the teacher teach and test the topics listed in

the curriculum?”

Cognitive Type Alignment This is about the columns in RBT

“Do the students get to work and think at the level the curriculum prescribes?”

Additional Benefits

Increase curriculum alignment Improve validity of assessments Improve quality of instruction

Curriculum Alignment

Assessments

Objectives

Instructional Activities/ Materials

Curriculum Alignment

Why is Alignment Important?

Increases validity of assessment

Increases students’ opportunity to learn

Provides more accurate estimates of teaching effectiveness

Permits better instructional decisions to be made

Traditional Alignment

What content is included in the objective?

What content is included on the assessment(s)?

Is the content included in the objective and/or on the assessment included in the instructional materials?

If the content is the same, there is a high level of alignment.

Importance of Alignment

Alignment is an even stronger predictor of student achievement on standardized tests than are socioeconomic status, gender, race, and teacher effect.

(Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)

ALIGNMENTUSING THETAXONOMY TABLE

Objectives Assessments

Instructional Activities

Remember Understand Apply Analyze Evaluate Create

Factual

Conceptual

Procedural

Meta-Cognitive