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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
HOT ARTICHOKE DIP (Serves 10 to 14)
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