Lorin Anderson

1
The Revised Blooms Taxonomy An Overview

• Lorin Anderson
• University of South Carolina

2
A Fundamental Truth

• We dont see the world as it is we see the world
  through the lens through which we look at it.

3
Blooms Taxonomy as a Framework

• A taxonomy of educational objectives could do
  much to
• bring order out of chaos in the field of
  education. It could
• furnish the conceptual framework around which our
  
• descriptions of educational programs and
  experiences
• could be oriented. It could furnish a framework
  for the
• development of educational theories and research.
  It could
• furnish the scheme needed for training our
  teachers and for
• orienting them to the varied possibilities of
  education
• (Bloom, 1949)

4
Who were the taxonomists?

• Post World War II
• Students received course credit by passing the
  examinations (credit-by-examination)
• Quite obviously, the exams had to be based on
  course objectives (validity) and of sufficient
  length to be reliable.
• University Examiners
• Responsible for designing or helping to design
  end-of-course examinations

5
They Needed a Set of Categories that Cut-Across
Subject Areas

• Although the objectives may be specified in an
  almost unlimited number of ways, the student
  behaviors involved in these objectives can be
  represented by a relatively small number of
  classes. Therefore, the taxonomy is designed to
  be a classification of the student behaviors
  which represent the intended outcomes of the
  educational process (p. 18).

6
Looking Through a New Lens
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The Original Blooms Taxonomy
The Original Blooms Taxonomy
The Original Blooms Taxonomy
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Without the Lens

• The student will recall the names of
• the parts of a flower.

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With the Lens

• The student will recall the names of
• the parts of a flower.

This is a knowledge objective.
10
Objectives were used to form categories then
categories were used to classify objectives.80
of the objectives fell into the Knowledge
category
11
The Revision

• Began in November 1996
• Led by David Krathwohl
• Involved cognitive psychologists, curriculum
  theorists, teacher educators, and measurement and
  assessment specialists.
• Group met twice a year for four years.
• Draft completed in 2000 text published in 2001.
• Two books soft cover for teachers and other
  practitioners and hard cover for academicians.

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In education, objectives are statements of what
we want students to learn as a result of the
instruction we provide. Standards are simply
mandated objectives.
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The Common Format of Objectives
Subject Verb Object
S V O
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The SUBJECT is the Learner or the Student.

• The student (will)
• The student (should)
• The students (might)

Quite often, the subject is implicit or
understood.
15
The verbs provide clues as to the cognitive
process category intended by the person or
persons writing the standard. Adopted from the
original Blooms taxonomy of educational
objectives, there are six cognitive process
categories.
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Bloom Revised Bloom

• Create

• Evaluation

• Evaluate

• Synthesis

• Analyze

• Analysis

• Apply

• Application

• Understand

• Comprehension

• Remember

• Knowledge

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• Each of the six cognitive process categories was
  divided into specific cognitive processes.
  Nineteen (19) specific cognitive processes were
  identified.

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Cognitive Processes

• Remember
• Understand

• Recognizing
• Recalling
• Interpreting
• Exemplifying
• Classifying
• Summarizing
• Inferring
• Comparing
• Explaining

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Cognitive Processes (continued)

• Apply
• Analyze
• Evaluate
• Create

• Executing
• Implementing
• Differentiating
• Organizing
• Attributing
• Checking
• Critiquing
• Generating
• Planning
• Producing

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THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION

1. REMEMBER Recognizing Recalling
2. UNDERSTAND Interpreting Exemplifying Classifyin
g Summarizing Inferring Comparing Explaining
3. APPLY Executing Implementing
4. ANALYZE Differentiating Organizing Attributing
5. EVALUATE Checking Critiquing
6. CREATE Generating Planning Producing
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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 several reasons, CONTENT was
replaced by KNOWLEDGE.
22
What are Differences Between Content and
Knowledge?

• Content is subject-matter specific. If you
  focused on content, then, you would need as many
  taxonomies as there are subject matters (e.g.,
  one for science, one for history, etc.).
• Content exists outside the student. A major
  problem, then, is how to get the content inside
  the student. When content gets inside the
  student, it becomes knowledge. This
  transformation of content to knowledge takes
  place through the cognitive processes used by the
  student.

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Four Types of Knowledge

• Factual Knowledge
• Conceptual Knowledge
• Procedural Knowledge
• Metacognitive Knowledge

24

• HOT ARTICHOKE DIP (Serves 10 to 14)
• 2 14-oz cans artichoke hearts
• 16 oz. mayonnaise
• 1 c. grated Parmesan cheese
• Garlic salt (optional)
• Drain artichoke hearts.
• Mash artichokes with fork.
• Mix with mayonnaise, cheese, and garlic salt.
• Bake at 350 degrees for 15 minutes or until
  cheese is melted.
• Serve with crackers or party rye.

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THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION
KNOWLEDGE DIMENSION
1. REMEMBER Recognizing Recalling
2. UNDERSTAND Interpreting Exemplifying Classifyin
g Summarizing Inferring Comparing Explaining
3. APPLY Executing Implementing
4. ANALYZE Differentiating Organizing Attributing
5. EVALUATE Checking Critiquing
6. CREATE Generating Planning Producing
FACTUAL KNOWLEDGE
CONCEPTUAL KNOWLEDGE
PROCEDURAL KNOWLEDGE
METACOGNITIVE KNOWLEDGE
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THE TAXONOMY TABLE

1. REMEMBER Recognizing Recalling
2. UNDERSTAND Interpreting Exemplifying Classifyin
g Summarizing Inferring Comparing Explaining
3. APPLY Executing Implementing
4. ANALYZE Differentiating Organizing Attributing
5. EVALUATE Checking Critiquing
6. CREATE Generating Planning Producing
A6
A5
A4
A3
A2
A1
A. Factual Knowledge
B6
B5
B4
B3
B2
B1
B. Conceptual Knowledge
C6
C5
C4
C3
C2
C1
C. Procedural Knowledge
D. Metacognitive Knowledge
D6
D5
D4
D3
D2
D1
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How it Works
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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
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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
30
Verb Explain Understand
Object the political alliances and policies
that impacted the United States in the latter
part of the 20th Century Conceptual Knowledge
31
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
32
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
33
Verb Summarize Understand
Object Provisions of the 13th, 14th, and 15th
Amendments to the Constitution Factual Knowledge
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THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION
KNOWLEDGE DIMENSION
1. REMEMBER Recognizing Recalling
2. UNDERSTAND Interpreting Exemplifying Classifyin
g Summarizing Inferring Comparing Explaining
3. APPLY Executing Implementing
4. ANALYZE Differentiating Organizing Attributing
5. EVALUATE Checking Critiquing
6. CREATE Generating Planning Producing
FACTUAL KNOWLEDGE
Standard 2
Standard 1
CONCEPTUAL KNOWLEDGE
PROCEDURAL KNOWLEDGE
METACOGNITIVE KNOWLEDGE
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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.
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Additional Benefits

• Increase curriculum alignment
• Improve validity of assessments
• Improve quality of instruction

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Curriculum Alignment
Assessments
Objectives
Instructional Activities/ Materials
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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

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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.

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ALIGNMENT USING THE TAXONOMY TABLE
Objectives
Assessments
Instructional Activities
Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual
Procedural
Meta- Cognitive
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THE ANATOMY OF AN ASSESSMENT TASK
INTRODUCTORY MATERIAL (1)
Written (2) Pictorial
(3) Realia
STEM
(1) Question (2) Incomplete Statement
(3) Directive
RESPONSE (1) Short-Answer
(2) Extended Response
Supply (Fill in the blank)
Written Select (Multiple-choice,
Performance
Matching, True-False)
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Remember Factual Knowledge

• No Introductory Material
• Stem as Question or Incomplete Statement
• Supply (Recall) or Select (Recognize) Format

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Apply Procedural Knowledge

• Introductory Material is Present
• Stem as Directive
• Extended Response Format

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Teaching Students to "Remember Factual
Knowledge"

• Focus students attention on important facts and
  terms, using, among other things, study guides,
  colors, and verbal markers.
• 2. Structure the information to be remembered
  (e.g., outlines, diagrams, pictures).
• Use repetition, incorporating songs and rhythmic
  activities (e.g., clapping, chanting, cheering).
• Use mnemonic devices acronyms teach memory
  strategies (e.g., rehearsal, elaboration, making
  connections with familiar places and things).
• 5. Use distributed practice.

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Teaching Students to "Understand Conceptual
Knowledge 1. Emphasize defining features or key
characteristics ask "what makes X, X?" 2. Give
examples, non-examples, and near
examples. 3. Teach concepts in relation to one
another show connections and relationships
using visual representations and graphic
organizers. 4. Use metaphors and similes. 5. Use
hands-on activities and manipulatives build
models.
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Why the Revised Taxonomy?

• Historical link (1949 to the present)
• Two dimensions match the structure of all
  objectives subject-verb-object.
• Complete crossing of rows with columns makes
  knowledge and cognitive processes equally
  important
• The use of verbs is critical since the verbs
  represent the cognitive processes that students
  use on or with the content so that learning occurs