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