4

3

2

1

5

constructing

designing

hypothesizing

transfernew productputting elements together to form a coherent or functional whole

retrieving relevant information from long-term memory

locating knowledge in long-term memory that is consistent with presented material

retrieving

identifying

provides knowledge for use in more complex tasksretention of presented material

constructing a cause–effect model of a system

detecting one-to-one correspondence between two…

finding a pattern in information

representing informationdetermining that something belongs to a categorydetecting relevant features or patterns that fit both…

identifying defining features of general concept or principlefinding a specific…

changing from one form of representation to another

including each major part in the systemusing the model to determine how a change in one part affects others

objectseventsideasproblemssituations

general thememajor points

abstracting a concept or principledrawing a logical conclusion

context supplies an expectation of what is to be inferredmaking comparisons

abstracting…

specific instanceconcept or principle

exampleillustration

specific to generalgeneral to specific using features to select or construct specific instance

pictures to wordsnumbers to wordswords to wordswords to pictureswords to numbersmusical notes to tonesetc.

constructing models

contrastingmappingmatching

concludingextrapolatinginterpolating

predictingabstracting

generalizing

categorizingsubsuming

illustratinginstantiating

clarifyingparaphrasingrepresenting

translating

transferconstruction of meaningconnection of new knowledge to prior knowledge

applying a procedure to an unfamiliar task

applying a procedure to a familiar taskskillsalgorithms

fixed orderpredetermined answer

level of objectivescope

time needed to learnpurpose or function

example of use

globalbroadone or more yearsprovide visionplan a multiyearcurriculum

educationalmoderateweeks or monthsdesign curriculumplan units of instruction

instructionalnarrowhours or daysprepare lesson plansplan daily activities,experiences, and exercises

no single, fixed answer

techniquesmethods

using

carrying out

transfer closely linked with procedural knowledge

determining any underlying…

determining how elements…

distinguishing critical from noncritical elements

determining a coherent structure

point of viewbiasvaluesintent

The student is able toverb

noun.cognitive process specific knowledge

criticism

fitfunction

uses larger context in determination

deconstructingfinding coherence

integratingoutliningparsing

structuringdiscriminatingdistinguishing

focusingselecting

terminology

specific details and elements

labels and symbolsconventions or agreements within a disciplinearrived at through observation, experimentation, and discovery

verbalnonverbal

eventslocationspeopledatessources of informationetc.

includes approximations

low level of abstraction

judging

coordinatingdetecting

monitoringtesting

transfer parts-to-whole relationships

determining if a product has external consistencydetecting appropriateness of a procedure for a given problem

determining internal consistency for a process or productdetecting the effectiveness of a procedure during implementation

detecting inconsistencies between product and external criteria

detecting inconsistencies and fallacies within

devising a procedure for accomplishing some task

coming up with alternative hypotheses based on criteria

can require all 4 knowledge types

setting subgoals

divergent thinking

inventing a product

transfer judgments based on standardsqualityeffectivenessefficiencyconsistency

based on a prompt

direct matching in familiar situation

Producing

Planning

Generating

Critiquing

Checking

Attributing

Organizing

Differentiating

Implementing

Executing

Explaining

Comparing

Inferring

Summarizing

Classifying

Exemplifying

Interpreting

Recalling

Recognizing

create

evaluate

analyze

factual knowledge

classifications and categories

principles and generalizations

theories, models, and structures

knowledgeof

knowledgeof

knowledge of

knowledgeof

subject-specific skills and algorithms

subject-specific techniques and methods

criteria for determining when to use appropriate procedures

strategic knowledge

cognitive tasks, including contextual and conditional knowledge

self-knowledge

general strategies for problem solving and thinking

awareness of…

knowing what one doesn’t knowawareness of… strengths

weaknessesmotivation

self-efficacy beliefsbeliefs about goals and reasonsvalue and interest beliefs

differential demands of taskscultural norms for accomplishing tasks

can be used across…

rehearsal strategieselaboration strategiesorganizational strategies

repetitionshallow processingdeeper processing

transformation of materialbetter comprehension and learning

mnemonics for memory taskssummarizingparaphrasingselecting the main idea

taskssubject matters

connecting links between elementsused to structure and systematize phenomena

abstractions that summarize observations

most abstract of formulations

needn’t be related

interrelationships within generalizationsclearroundedsystematic

meaningfully related

interrelationships within categories

agreement and convenience

disciplinary strategies

more complex and organizedschemas

mental models

conditionalized

produce fixed results

results are not predetermined

systematization used by subject matter experts

based on consensus, agreement, or disciplinary normsindicative of disciplinary thinking

conceptual knowledge

procedural knowledge

metacognitiveknowledge

apply

understand

remember

6

increasingcognitive complexity

6

5

4

3

2

1

Bloom’s Taxonomy RevisedAnderson, Lorin W. and Krathwohl, David R., et al. (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives (complete edition). New York, NY: Longman.

All text quoted or paraphrased. hierarchy

relationshipsamongst

objectives

articulation

Decision Making

Problem Solving

Experimenting

Investigating

thoughtful identification of alternatives

dispositionalintelligent behavior

strategic

mindful thinkingexecutive control

resourcestimelines

identify clear end stateset milestonesplan

aimed at a specific task

declarative knowledge“what”

accomplish a goal

specify attributes or characteristics

judge validityidentify errors in reasoning

generate and shape an idea based on one or more cases

check specific situation against generalizationidentify…

mixture of new and old knowledge

symbolic analog of macrostructure

mental imagerytranslate macrostructure knowledge into symbolic imagery

parsimoniousthe gist of information in a microstructure

create macrostructureutilize macrorules acts on propositions

deletion…generalization…construction…

generalizing patternsproblem–solution patternsprocess–cause patternssequence patternscharacteristic patterns

applicable principlesreasonable… conclusions

predictions

reasoning from…retroductive inductive tendency

deductive tendency

specific to general

general to specific

specialization ruleunusualness rulerule of large numbersregulation rule

synchronicdiachronic

atemporalclassificationcause–effecttemporal

categoricalassociativepredictoreffector

patternsconnections

determine… similaritiesdifferences state with precision

identify…defining characteristicscategories superordinate

subordinategroundswarrantsbackingqualifiers

focus on pieces of information without assumptionsseek…explain…

generate andtest hypothesesfor/about…

phenomena make predictions based on principlesdesign prediction tests

evaluate validity of principles based on results

past, present, future eventsidentify…provide an answer

what is agreed uponwhat is knownareas of confusion

present an argument for proposed answer

identify…evaluate…select…execute…

obstacles to the goalalternative ways to accomplish the goalalternatives

global objectiveseducational objectivesinstructional objectives

area of knowledgemental operation

specific…

conditionscriteria

goals

performance…

selection among based on criteria

knowledge utilization

information

procedural knowledge“how-to”

mental procedures

psychomotor procedures

4

Matching

Classifying

Analyzing Errors

Generalizing

Specifying

generation of new information

analysis3

Integrating

Symbolizing

storing the critical features of information in permanent memory

permanent memory to working memoryinnate process

essential vs. nonessentialtranslation

comprehension2

Recall

Recognition

Execution

retrieval1

Specifying Goals

Process Monitoring

Monitoring Clarity

Monitoring Accuracy

metacognition5

situationalto change situation need… resources

abilitypower lost

encoded

temporary

seat of consciousness

processing

retrieval

more conscious

level of consciousnesshierarchy

more automatic

flow of informationhierarchy

all knowledge

satisfy…identify importance to oneselfidentify the underlying reasoning

identify beliefs about ability to improve understandingidentify the underlying reasoning

identify emotional responseidentify reasons

identify overall level of motivation

establish a goalestablish a plan for accomplishing a goal

monitor progress towards a goal

determine the extent of self clarity

determine the extent of self accuracy

use it to make decisionsmake decisions about it

use it to solve problemssolve problems about it

use it to generate and test hypothesesgenerate and test hypotheses about it

use it to conduct investigationsconduct investigations about it

organizing ideas

details

processapplication

split

structurehow information is represented in memory

propositional relationships

objectagentlocativereceiver

principles

generalizations

time sequences

facts

vocabulary terms

processes

skills

processes

skills

storage

stages

if–then production networks

similar to mental procedures

complex combination procedures

simple combination procedures

foundational proceduressets of foundational procedures in parallel

can be enhanced through instruction

macroprocedures

tactics

algorithms

single rules

has subcomponentscomplex

less variety in its productsuseless if not automatichighly specificdon’t vary in application

single if–then production

requirecontrolledexecution

can beautomated

structure

phases of acquisition: cognitive stageassociative stage

autonomous stage

verbal mediation rehearsaldetection and deletion of errors

refinedinternalized

if–then productions

identical withinformation knowledge

minimal demands on working memory

relational generalization

transfer to different situations

characteristics

concepts

cause–effect principlescorrelational

categoriesclassesabstractions

general characteristics

identify important similarities and differences

identify relative superordinate and subordinate categories

identify errors in presentation or use

construct new generalizations or principles

identify logical consequences

identify the basic structureidentify critical rather than noncritical elements

construct an accurate symbolic representationdifferentiate critical and noncritical elements with representation

validate correct statements about features

produce features

determines engagement level

attitudesemotions

beliefs

basic needpersonal goalImportance

Efficacy

Emotional Response

Overall Motivation

outside world

sensory memory

working memory

permanent memory

self-system thinking memory model6

production of related informationelaborate…

matching of prompt with information in permanent memory

mental and psychomotor procedures only

statedinferred

microstructuredefault inferencesreasoned inferences

from category type

acted upon byself system

metacognitive systemcognitive system

6

5

4

3

2

1

The New TaxonomyMarzano, R.J. and Kendall, J.S. (2007) The New Taxonomy of Educational Objectives (second edition). Thousand Oaks, CA: Corwin Press.

All text quoted or paraphrased.

uses for the taxonomyDefining and classifying educational objectives.Generating educational objectives.Framework for designing assessments.Framework for redesigning state and district-level standards—more interpretable and useful to students.Framework for curriculum design.Framework for thinking skills curriculum.pp. 14–15

1.2.3.4.

5.6.

hierarchicalsystem of

human thought

utility