Revised Bloom's Taxonomy

1. Revised Bloom's Taxonomy

2. Bloom’s Taxonomy (1956)

3. Revised Bloom’s Taxonomy (2001) • Developed by Lorin Anderson (former student of Bloom) and David Krathwohl • Revised to be more powerful and relevant tool to today’s teachers • Changes: • Categories changed from nouns to verbs • Knowledge renamed to Remembering • Comprehension renamed to Understanding • Synthesis renamed to Creating • Synthesis and Evaluation have swapped places in the hierarchy

4. Old New

5. New Terms • Remembering • Retrieving, recognizing, and recalling relevant knowledge from long-term memory • Understanding • Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining • Applying • Carrying out or using a procedure through executing or implementing Anderson & Krathwohl, 2001, pp. 67-68

6. New Terms • Analyzing • 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 • Evaluating • Making judgments based on criteria and standards through checking and critiquing • Creating • 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

7. Revised Bloom’s: 2-Dimensional • Revised Bloom’s Taxonomy designed to be 2-dimensional instead of 1-dimensional • Knowledge Dimension • Factual • Conceptual • Procedural • Meta-cognitive • Cognitive Process Dimension • Remember, Understand, Apply, Analyze, Evaluate, Create

8. 2-D Revised Bloom’s Taxonomy http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

9. Simple Example: Goldilocks • Remember: Describe where Goldilocks lived • Understand: Summarize what the Goldilocks story was about • Apply: Construct a theory as to why Goldilocks went into the house • Analyze: 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

10. Remembering

11. Understanding

12. Applying

13. Analyzing

14. Evaluating

15. Creating