Revised Bloom's Taxonomy

Bloom’s Taxonomy (1956)

Revised Bloom’s Taxonomy (2001)Developed by Lorin Anderson (former

student of Bloom) and David KrathwohlRevised to be more powerful and relevant

tool to today’s teachersChanges:

Categories changed from nouns to verbsKnowledge renamed to RememberingComprehension renamed to UnderstandingSynthesis renamed to CreatingSynthesis and Evaluation have swapped

places in the hierarchy

Old New

New TermsRemembering

Retrieving, recognizing, and recalling relevant knowledge from long-term memory

UnderstandingConstructing meaning from oral, written, and

graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining

ApplyingCarrying out or using a procedure through

executing or implementing

Anderson & Krathwohl, 2001, pp. 67-68

New TermsAnalyzing

Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure of purpose through differentiating, organizing, and attributing

EvaluatingMaking judgments based on criteria and standards

through checking and critiquingCreating

Putting elements together to form a coherent or functional whole; recognizing elements into a new pattern or structure through generating, planning, or producing

Anderson & Krathwohl, 2001, pp. 67-68

Revised Bloom’s: 2-DimensionalRevised Bloom’s Taxonomy designed to be

2-dimensional instead of 1-dimensionalKnowledge Dimension

FactualConceptualProceduralMeta-cognitive

Cognitive Process DimensionRemember, Understand, Apply, Analyze, Evaluate,

Create

Knowledge

Dimension

Cognitive Process Dimension

Remember

Understand

Apply Analyze Evaluate Create

Factual List Summarize

Classify Order Rank Combine

Conceptual

Describe Interpret Experiment

Explain Assess Plan

Procedural

Tabulate Predict Calculate Differentiate

Conclude Compose

Meta-cognitive

Appropriate Use

Execute Construct

Achieve Action Actualize

2-D Revised Bloom’s Taxonomy

http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

Simple Example: GoldilocksRemember: Describe where Goldilocks livedUnderstand: Summarize what the Goldilocks

story was aboutApply: Construct a theory as to why Goldilocks

went into the houseAnalyze: Differentiate between how Goldilocks

reacted and how you would react in each story event

Evaluate: Assess whether or not you think this really happened to Goldilocks

Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form

Omaha Public Schools Teachers’ Corner:http://www.ops.org/reading/blooms_taxonomy.html

Remembering

Actions Products

Recognizing Quiz

Listing Definition

Describing Fact

Identifying Worksheet

Retrieving Test

Naming Label

Locating List

Finding Workbook

Reproduction

Understanding

Actions Products

Interpreting Recitation

Exemplifying Summary

Summarizing Collection

Inferring Explanation

Paraphrasing Show and tell

Classifying Example

Comparing Quiz

Explaining List

Label

Outline

Applying

Actions Products

Implementing Illustration

Carrying out Simulation

Using Sculpture

Executing Demonstration

Presentation

Interview

Performance

Diary

Journal

Analyzing

Actions Products

Comparing Survey

Organizing Database

Deconstructing Mobile

Attributing Abstract

Outlining Report

Structuring Graph

Integrating Spreadsheet

Checklist

Chart

Outline

Evaluating

Actions Products

Checking Debate

Hypothesizing Panel

Critiquing Report

Experimenting Evaluation

Judging Investigation

Testing Verdict

Detecting Conclusion

Monitoring Persuasive speech

Creating

Actions Products

Designing Film

Constructing Story

Planning Project

Producing Plan

Inventing New game

Devising Song

Making Media product

Advertisement

Painting