Академический Документы
Профессиональный Документы
Культура Документы
the Revised
Bloom’sTaxonomy
Classification of thinking
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Noun Verb
Original Revised
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Noun Verb
Original Revised
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Noun Verb
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Cognitive Affective Psychomotor
Domain Domain Domain
Analyzing Characterizing Articulating
by value or Imitating
Applying
value concept
Creating Manipulating
Organizing &
Evaluating conceptualizing Performing
Remembering Receiving Precisioning
Understanding Responding
Valuing
Cognitive Affective Psychomotor
Domain Domain Domain
Analyzing Characterizing Articulating
by value or Imitating
Applying
value concept
Creating Manipulating
Organizing &
Evaluating conceptualizing Performing
Remembering Receiving Precisioning
Understanding Responding
Valuing
Change in Terms
• Categories noun to verb
– Taxonomy reflects different forms of thinking
(thinking is an active process) verbs describe
actions, nouns do not
• Reorganized categories
– Knowledge = product/outcome of thinking
(inappropriate to describe a category of
thinking) now remembering
– Comprehension now understanding
– Synthesis now creating to better reflect nature
of thinking described by each category
Handout #
Changes in Structure
• Products of thinking part of taxonomy
• Forms of knowledge = factual, conceptual,
procedural, metacognitive (thinking about
thinking)
• Synthesis (creating) and evaluation
(evaluating) interchanged
– Creative thinking more complex form of
thinking than critical thinking (evaluating)
Handout #
Changes in Emphasis
• USE: More authentic tool for curriculum
planning, instructional delivery and
assessment
• Aimed at broader audience
• Easily applied to all levels of education
• Revision emphasizes explanation and
description of subcategories
Handout #
Remembering
The learner is able to recall, restate and
remember learned information
– Describing – Retrieving
– Finding – Naming
– Identifying – Locating
– Listing – Recognizing
– Implementing – Using
– Carrying out c = – Executing
– Attributing – Integrating
– Comparing – Organizing
– Deconstructing – Outlining
– Finding – Structuring
– Checking – Hypothesising
– Critiquing – Judging
– Detecting – Monitoring
– Experimenting – Testing
– Constructing – Making
– Designing – Planning
– Devising – Producing
– Inventing
(Pohl, 2000)
“Applying” stems
Explain another instance where…
Group by characteristics such as…
Which factors would you change if…?
What questions would you ask of…?
From the information given, develop a set of
instructions about…
(Pohl, 2000)
“Analyzing” stems
Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Explain what must have happened when...
What are some or the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
What was the problem with...?
(Pohl, 2000)
“Evaluating” stems
Judge the value of... What do you think about...?
Defend your position about...
Do you think...is a good or bad thing?
How would you have handled...?
What changes to… would you recommend?
Do you believe...? How would you feel if...?
How effective are...?
What are the consequences...?
What influence will....have on our lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
(Pohl, 2000)
Who will gain & who will loose?
“Creating” stems
Design a...to...
Devise a possible solution to...
If you had access to all resources, how would you
deal with...?
Devise your own way to...
What would happen if ...?
How many ways can you...?
Create new and unusual uses for...
Develop a proposal which would...
(Pohl, 2000)
Summary
Bloom’s revised taxonomy
• Systematic process of thinking & learning
• Assists assessment efforts with easy-to-use
format
• Visual representation of alignment between goals
& objectives with standards, activities, &
outcomes
• Helps form challenging questions to help
students gain knowledge & critical thinking skills
• Assists in development of goals, objectives, &
lesson plans
Let’s Practice!
Worksheets
Thank You!
Discussion and
Questions
References and Resources
Cruz, E. (2003). Bloom's revised taxonomy. In B. Hoffman (Ed.), Encyclopedia of Educational
Technology. http://coe.sdsu.edu/eet/Articles/bloomrev/start.htm
Dalton, J. & Smith, D. (1986) Extending children’s special abilities: Strategies for primary classrooms.
http://www.teachers.ash.org.au/researchskills/dalton.htm
Ferguson, C. (2002). Using the revised Bloom’s Taxonomy to plan and deliver team-taught, integrated,
thematic units. Theory into Practice, 41(4), 239-244.
Forehand, M. (2008). Bloom’s Taxonomy: From emerging perspectives on learning, teaching and
technology. http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
Mager, R. E. (1997). Making instruction work or skillbloomers: A step-by-step guide to designing and
developing instruction that works, (2nd ed.). Atlanta, GA: The Center for Effective Performance,
Inc.
Mager, R. E. (1997). Preparing instructional objectives: A critical tool in the development of effective
instruction, (3rd ed.). Atlanta, GA: The Center for Effective Performance, Inc.
Pohl, Michael. (2000). Learning to think, thinking to learn: Models and strategies to develop a
classroom culture of thinking. Cheltenham, Vic.: Hawker Brownlow.