Bloom’s Revised Taxonomy of Educational Objectives

Bloom’s Taxonomy of Educational Objectives (Backgrounder)

▪ Taxonomy - a hierarchical model that describes classification and sequencing procedures

▪ 1956 - The Taxonomy of Educational Objectives: the Classification of Educational Goals Handbook 1: Cognitive Domain was published

▪ Benjamin Bloom - developed the most prominent methods for categorizing differences in thinking skills

▪ 1964 - Bloom and his colleagues published Handbook II, The Affective Domain in 1964

Bloom’s Taxonomy of Educational Objectives (Original)

▪ a model that described the different levels of learning outcomes that target what skills and competencies the teachers aim to develop in the learners

▪ includes six levels of cognition ranging from recall or knowledge to evaluation of knowledge

▪ progress from simple to more complex levels of thinking▪ HOTS (higher order thinking skills) : analysis, synthesis,

evaluation

Bloom’s Taxonomy of Educational Objectives (Original)

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s Taxonomy of Educational Objectives (Original)

• facts, stating memorized rules, principles or definitions

• includes memorizing, recognizing or recalling factual information

• Use: list, identify, name, recite and define

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s Taxonomy of Educational Objectives (Original)

• understanding concepts, rules and principles

• organizing, describing and interpreting concepts

• Use: describe, interpret, explain, illustrate, summarize, restate and defend

Evaluation

Synthesis

Analysis

Application

ComprehensionKnowledge

Bloom’s Taxonomy of Educational Objectives (Original)

• Using the concepts and principles in real life situation

• Use: apply, classify, demonstrate, discover, predict, show, solve and compare

Evaluation

Synthesis

Analysis

ApplicationComprehension

Knowledge

Bloom’s Taxonomy of Educational Objectives (Original)

• requires higher level thinking skills such as finding underlying structures, separating the whole into its components, identifying motives and recognizing hidden meanings

• Use: analyze, ascertain, diagram, differentiate, discriminate, examine, determine, classify, investigate, construct and contrast

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s Taxonomy of Educational Objectives (Original)

• Students put together elements of what had been learned in a new way

• expected to create an original product based on the knowledge acquired, combine the ideas presented into a new whole or relate several ideas into a consistent concept.

• Use: combine, compile, create, design, develop, expand, integrate, extend, originate, synthesize and formulate

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s Taxonomy of Educational Objectives (Original)

• highest level of cognition• students can now assess

or judge, based on a set of standards, on what they learned

• expected to make thoughtful value decisions with reference to knowledge, resolve differences and controversies and develop personal opinions, judgments and decisions

• Use: assess, critique, judge, appraise, contrast, evaluate, weigh and recommend

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Revised Taxonomy

▪ Lorin Anderson (a former student of Bloom), David Krathwohl and a group of cognitive psychologist, updated the taxonomy

Revised Taxonomy

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Revised Taxonomy

• Can the student recall or remember the information?

• Use: define, duplicate, list, memorize, recall, repeat, reproduce, state

Creatin

g

Evaluating

Analyzing

Applying

Understanding

Remembering

Revised Taxonomy

• Can the student explain ideas or concepts?

• Use: classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, and paraphrase

Creatin

g

Evaluating

Analyzing

Applying

UnderstandingRemembering

Revised Taxonomy

• Can the student use the information in a new way?

• Use: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, and write

Creatin

g

Evaluating

Analyzing

ApplyingUnderstanding

Remembering

Revised Taxonomy• Can the student

distinguish between the different parts?

• Use: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, and test

Creatin

g

Evaluating

Analyzing

Applying

Understanding

Remembering

Revised Taxonomy

• Can the student justify a stand or decision?

• Use: appraise, argue, defend, judge, select, support, value, and evaluate

Creatin

g

Evaluating

Analyzing

Applying

Understanding

Remembering

Revised Taxonomy

• Can the student create a new product or point of view?

• Use: construct, create, develop, formulate, and write

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Differences between the Old and the Revised Taxonomies

1. The levels/categories of thinking in the old taxonomy were nouns, while in the revised taxonomy they are verbs.

Creating

Evaluating

Analyzing

ApplyingUnderstanding

Remembering

Evaluation

Synthesis

AnalysisApplication

Comprehension

Knowledge

Differences between the Old and the Revised Taxonomies

2. While the revised taxonomy remains to be in hierarchical levels of increasing complexity, it is intended to be more flexible, allowing the categories to overlap.

Differences between the Old and the Revised Taxonomies

3. The knowledge level was changed to remember.

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Differences between the Old and the Revised Taxonomies

4. The comprehension level was changed to understand.

Creating

Evaluating

Analyzing

Applying

UnderstandingRemembering

Evaluation

Synthesis

Analysis

Application

ComprehensionKnowledge

Differences between the Old and the Revised Taxonomies

5. Synthesis was changed to create and was placed at the highest level.

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Differences between the Old and the Revised Taxonomies

6. The cognitive domain now includes two dimensions: the cognitive dimension and the knowledge dimension. The knowledge dimension of the revised taxonomy was based on the subcategories of knowledge in the old taxonomy (factual, conceptual, procedural, metacognitive).

Two Dimensions of the Revised Taxonomy

Cognitive Dimension ▪ includes the hierarchical or ordered levels of thinking. It

represents a continuum of increasing cognitive complexity – from remember to create.

▪ remember, understand, apply, analyze, evaluate and create

Cognitive Dimension

Two Dimensions of the Revised Taxonomy

Knowledge Dimension ▪ includes four knowledge categories: factual, conceptual,

procedural and metacognitive. ▪ The knowledge ranges from concrete (factual) to

abstract (metacognitive).

Knowledge Dimension

Formulating a Learning Objective

▪ consider what level of thinking (cognitive) should be achieved and what type of knowledge should be taught.

▪ The level of thinking is always represented by the verb, while the knowledge dimension is always represented by the noun.

Practical Guide in Using the Revised Taxonomy

Cognitive Dimension Levels

Sample Action Words

Suggested Activities, Outputs

or Outcomes

Remember(recalling information)

Recall, name, list, state, tell, reproduce, describe, locate, write, find, underline, define, define, duplicate, list, memorize, recall, repeat, reproduce, state

Recitations, worksheets, definitions, fact charts, lists

Practical Guide in Using the Revised Taxonomy

Cognitive Dimension Levels

Sample Action Words Suggested Activities, Outputs or Outcomes

Understand(explaining information and concepts)

Explain, translate, interpret, discuss, describe, define, report, predict, classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, and paraphrase

Story problems, drawing, show and tell, summary, paraphrasing

Practical Guide in Using the Revised Taxonomy

Cognitive Dimension Levels

Sample Action Words Suggested Activities, Outputs or Outcomes

Apply(using information in a new way)

Use, solve, implement, construct, practice, execute, demonstrate, dramatize, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, and write

Presentation, role-playing, simulation, collection, model, scrapbook, product

Practical Guide in Using the Revised Taxonomy

Cognitive Dimension Levels

Sample Action Words Suggested Activities, Outputs or Outcomes

Analyze(distinguishing different parts of a whole)

Compare, distinguish, investigate, infer, contrast, separate, differentiate, sequence, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, and test

Chart, plan, questionnaire, spreadsheet, summary, survey

Practical Guide in Using the Revised Taxonomy

Cognitive Dimension Levels

Sample Action Words Suggested Activities, Outputs or Outcomes

Evaluate(defending a concept or idea)

Assess, debate, defend, dispute, judge, appraise, check, decide, justify, rate, appraise, argue, defend, judge, select, support, value, and evaluate

Opinion, judgement, recommendation, report, self-evaluation, position paper, critique

Practical Guide in Using the Revised Taxonomy

Cognitive Dimension Levels

Sample Action Words Suggested Activities, Outputs or Outcomes

Create(creating something new)

Change, design, formulate, improve, plan, propose, invent, devise, generate, compose, combine, assemble, construct, create, develop, formulate, and write

Framework, model, story, multimedia presentation, poem, haiku, song, essay

Uses of the Revised Taxonomy

▪ It provides educators with a common set of terms and levels about learning outcomes that help in planning across subject matter and grade levels.

▪ It helps in the drafting of learning standards across levels.

▪ It serves as a guide in evaluating the school’s curriculum objectives, activities and assessments.

▪ It guides the teacher in formulating learning outcomes that tap higher order thinking skills.