Judy Sargent, Ph.D.

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Blooms Revised TaxonomyIn a Nutshell

• Judy Sargent, Ph.D.
• CESA 7 School Improvement Services

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Blooms TaxonomyRevised
Bloom's Original Taxonomy Anderson's Revised Taxonomy
Knowledge Remembering
Comprehension Understanding
Application Applying
Analysis Analyzing
Synthesis Evaluating
Evaluation Creating
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Original Terms New Terms

• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge

• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering

(Based on Pohl, 2000, Learning to Think, Thinking
to Learn, p. 8)
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Changes in Terminology

• As depicted in the previous table, the names of
  six major categories were changed from noun to
  verb forms. The reasoning behind this is that the
  taxonomy reflects different forms of thinking and
  thinking is an active process. Verbs describe
  actions, not nouns, hence the change.
• The subcategories of the six major categories
  were also replaced by verbs and some
  subcategories were reorganized.
• The knowledge category was renamed. Knowledge is
  an outcome or product of thinking not a form of
  thinking per se. Consequently, the word knowledge
  was inappropriate to describe a category of
  thinking and was replaced with the word
  remembering instead.
• Comprehension and synthesis were retitled to
  understanding and creating respectively, in order
  to better reflect the nature of the thinking
  defined in each category.

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Changes in Structure

• The one- dimensional form of the original
  taxonomy becomes a two-dimensional table with the
  addition of the products of thinking ( i.e.
  various forms of knowledge). Forms of knowledge
  are listed in the revised taxonomy as factual,
  conceptual, procedural and metacognitive.
• The major categories were ordered in terms of
  increased complexity. As a result, the order of
  synthesis (create) and evaluation (evaluate) have
  been interchanged. This is in deference to the
  popularly held notion that if one considers the
  taxonomy as a hierarchy reflecting increasing
  complexity, then creative thinking (i.e creating
  level of the revised taxonomy) is a more complex
  form of thinking than critical thinking (i.e.
  evaluating level of the new taxonomy).

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Changes in emphasis

• The revision's primary focus is on the taxonomy
  in use. Essentially, this means that the revised
  taxonomy is a more authentic tool for curriculum
  planning, instructional delivery and assessment.
• The revision is aimed at a broader audience.
  Bloom's Taxonomy was traditionally viewed as a
  tool best applied in the earlier years of
  schooling (i.e. primary and junior primary
  years). The revised taxonomy is more universal
  and easily applicable at elementary, secondary
  and even tertiary levels.
• The revision emphasizes explanation and
  description of subcategories.
• For example, sub-categories at the Remembering
  level of the taxonomy include
• Recognizing / Identifying - Locating knowledge in
  memory that is consistent with presented
  material.
• Recalling / Retrieving / Naming Retrieving
  relevant knowledge from long-term memory.

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BLOOMS REVISED TAXONOMYCreatingGenerating new
ideas, products, or ways of viewing
thingsDesigning, constructing, planning,
producing, inventing. EvaluatingJustifying a
decision or course of actionChecking,
hypothesizing, critiquing, experimenting,
judging  AnalyzingBreaking information into
parts to explore understandings and
relationshipsComparing, organizing,
deconstructing, interrogating, finding Applying
Using information in another familiar
situationImplementing, carrying out, using,
executing UnderstandingExplaining ideas or
conceptsInterpreting, summarizing, paraphrasing,
classifying, explaining RememberingRecalling
informationRecognizing, listing, describing,
retrieving, naming, finding 
Higher-order thinking
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Remembering

• The learner is able to recall, restate and
  remember learned information.
• Recognizing
• Listing
• Describing
• Identifying
• Retrieving
• Naming
• Locating
• Finding
•   Can you recall information?
•  

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Remembering cont
Verbs

• List
• Memorize
• Relate
• Show
• Locate
• Distinguish
• Give example
• Reproduce
• Quote
• Repeat
• Label
• Recall
• Know
• Group
• Read
• Write
• Outline

• Listen
• Group
• Choose
• Recite
• Review
• Quote
• Record
• Match
• Select
• Underline
• Cite
• Sort

• Products include
• Quiz
• Definition
• Fact
• Worksheet
• Test

• Label
• List
• Workbook
• Reproduction
• Vocabulary

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Classroom Roles for Remembering

• Teacher roles in assessing
• Directs
• Tells
• Shows
• Examines
• Questions
• Evaluates

• Student roles in assessments
• Responds
• Remembers
• Recognizes
• Memorizes
• Defines
• Describes
• Retells

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Remembering Potential Activities and Products
Tasks

• Make a story map showing the main events of the
  story.
• Make a time line of your typical day.
• Make a concept map of the topic.
• Write a list of keywords you know about.
• What characters were in the story?
• Make a chart showing
• Make an acrostic poem about
• Recite a poem you have learnt.

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Remember In a Nutshell
Recognizing Locating knowledge in memory that is consistent with presented material. Synonyms Identifying... Recalling Retrieving relevant knowledge from long-term memory. Synonyms Retrieving. Naming...  Questions What happened after...? How many...? What is...? Who was it that...? Can you name ...? Find the meaning of Describe what happened after Who spoke to...? Which is true or false...? Identify who. Name all the.. Tasks Make a list of the main events of the story. Make a time line of events. Make a facts chart . Write a list of any pieces of information you can remember. What animals were in the story. Make a chart showing Make an acrostic. Recite a poem.  
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Understanding

• The learner grasps the meaning of information by
  interpreting and translating what has been
  learned.
• Interpreting
• Exemplifying
• Summarizing
• Inferring
• Paraphrasing
• Classifying
• Comparing
• Explaining
•   Can you explain ideas or concepts?

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Understanding cont

• Restate
• Identify
• Discuss
• Retell
• Research
• Annotate
• Translate
• Give examples of
• Paraphrase
• Reorganize
• Associate

Verbs

• Describe
• Report
• Recognize
• Review
• Observe
• Outline
• Account for
• Interpret
• Give main idea
• Estimate
• Define

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Classroom Roles for Understanding

• Teacher roles in assessing
• Demonstrates
• Listens
• Questions
• Compares
• Contrasts
• Examines

• Student roles in assessments
• Explains
• Describes
• Outlines
• Restates
• Translates
• Demonstrates
• Interprets

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Understanding Potential Activities and Products
Tasks

• Write in your own words
• Cut out, or draw pictures to illustrate a
  particular event in the story.
• Report to the class
• Illustrate what you think the main idea may have
  been.
• Make a cartoon strip showing the sequence of
  events in the story.
• Write and perform a play based on the story.
• Write a brief outline to explain this story to
  someone else
• Explain why the character solved the problem in
  this particular way
• Write a summary report of the event.
• Prepare a flow chart to illustrate the sequence
  of events.
• Make a colouring book.
• Paraphrase this chapter in the book.
• Retell in your own words.
• Outline the main points.

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UnderstandIn a Nutshell
Interpreting Changing from one form of representation to another Synonyms ParaphrasingTranslating,...Representing, Clarifying... Exemplifying Finding a specific example or illustration of a concept or principle Synonyms Instantiating Illustrating... Classifying Determining that something belongs to a category (e.g., concept or principle). Synonyms Categorizing...Subsuming... Summarizing Drawing a logical conclusion from presented information. Synonyms Abstracting Generalizing... Inferring Abstracting a general theme or major point Synonyms Extrapolating Interpolating.. Predicting Concluding. Comparing Detecting correspondences between two ideas, objects, etc Synonyms Contrasting Matching ...Mapping... Explaining Constructing a cause-and-effect model of a system. Synonyms Constructing models... Questions Can you write in your own words? How would you explain? Can you write a brief outline...? What do you think could have happened next...? Who do you think...? What was the main idea...? Clarify why. Illustrate the Does everyone act in the way that .. does? Draw a story map. Explain why a character acted in the way that they did.     Tasks Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea may have been. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your own words. Write a summary report of the event Prepare a flow chart to illustrate the sequence of events. Make a coloring book. Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your own words. Write a summary report of the event Prepare a flow chart to illustrate the sequence of events. Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story
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Applying

•  The learner makes use of information in a
  context different from the one in which it was
  learned.
• Implementing
• Carrying out
• Using
• Executing
• Can you use the information in another
• familiar situation?

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Applying cont

• Translate
• Manipulate
• Exhibit
• Illustrate
• Calculate
• Interpret
• Make
• Practice
• Apply
• Operate
• Interview

Verbs

• Paint
• Change
• Compute
• Sequence
• Show
• Solve
• Collect
• Demonstrate
• Dramatise
• Construct
• Use
• Adapt
• Draw

• Products include
• Photograph
• Illustration
• Simulation
• Sculpture
• Demonstration

• Presentation
• Interview
• Performance
• Diary
• Journal

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Classroom Roles for Applying

• Teacher roles in assessing
• Shows
• Facilitates
• Observes
• Evaluates
• Organizes
• Questions

• Student roles in assessment
• Solves problems
• Demonstrates use of knowledge
• Calculates
• Compiles
• Completes
• Illustrates
• Constructs

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Applying Potential Activities and Products
Tasks

• Construct a model to demonstrate how it looks or
  works
• Practice a play and perform it for the class
• Make a diorama to illustrate an event
• Write a diary entry
• Make a scrapbook about the area of study.
• Prepare invitations for a characters birthday
  party
• Make a topographic map
• Take and display a collection of photographs on a
  particular topic.
• Make up a puzzle or a game about the topic.
• Write an explanation about this topic for others.
• Dress a doll in national costume.
• Make a clay model
• Paint a mural using the same materials.
• Continue the story

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ApplyIn a Nutshell
APPLY Executing Applying knowledge (often procedural) to a routine task. Synonyms Carrying out. Implementing Applying knowledge (often procedural) to a non-routine task. Synonyms Using.. Questions Can you write in your own words? How would you explain? Can you write a brief outline...? What do you think could have happened next...? Who do you think...? What was the main idea...? Clarify why. Illustrate the Does everyone act in the way that .. does? Draw a story map. Explain why a character acted in the way that they did. Tasks Construct a model to demonstrate how it works Make a diorama to illustrate an event Make a scrapbook about the areas of study. Make a papier-mâché map / clay model to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game. Write a textbook about this topic for others.
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Analyzing

• The learner breaks learned information into its
  parts to best understand that information.
• Comparing
• Organizing
• Deconstructing
• Attributing
• Outlining
• Finding
• Structuring
• Integrating
• Can you break information into parts to explore
  understandings and relationships?

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Analyzing cont
Verbs

• Distinguish
• Question
• Appraise
• Experiment
• Inspect
• Examine
• Probe
• Separate
• Inquire
• Arrange
• Investigate
• Sift
• Research
• Calculate
• Criticize

• Compare
• Contrast
• Survey
• Detect
• Group
• Order
• Sequence
• Test
• Debate
• Analyze
• Diagram
• Relate
• Dissect
• Categorize
• Discriminate

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Classroom Roles for analyzing

• Teacher roles in assessing
• Probes
• Guides
• Observes
• Evaluates
• Acts as a resource
• Questions
• Organizes
• Dissects

• Student roles in assessments
• Discusses
• Uncovers
• Argues
• Debates
• Thinks deeply
• Tests
• Examines
• Questions
• Calculates
• Investigates
• Inquires

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Analyzing PotentialActivities and Products
Tasks

• Use a Venn Diagram to show how two topics are the
  same and different
• Design a questionnaire to gather information.
• Survey classmates to find out what they think
  about a particular topic. Analyse the results.
• Make a flow chart to show the critical stages.
• Classify the actions of the characters in the
  book
• Create a sociogram from the narrative
• Construct a graph to illustrate selected
  information.
• Make a family tree showing relationships.
• Devise a role-play about the study area.
• Write a biography of a person studied.
• Prepare a report about the area of study.
• Conduct an investigation to produce information
  to support a view.
• Review a work of art in terms of form, colour and
  texture.
• Draw a graph
• Complete a Decision Making Matrix to help you
  decide which breakfast cereal to purchase

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AnalyzeIn a Nutshell
ANALYZE Differentiating Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material. Synonyms Discriminating, Selecting, Focusing, Distinguishing, Organizing Determining how elements fit or function within a structure. Synonyms Outlining, Structuring, Integrating, Finding coherence Attributing Determining the point of view, bias, values, or intent underlying presented material. Synonyms Deconstructing Questions 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? Can you explain what must have happened when...? What are some or the problems of...? Can you distinguish between...? What were some of the motives behind..? What was the turning point? What was the problem with...? Tasks Design a questionnaire to gather information. Write a commercial to sell a new product Make flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a family tree showing relationships. Devise a play about the study area. Write a biography of a person studied. Prepare a report about the area of study.
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Evaluating

• The learner makes decisions based on in-depth
  reflection, criticism and assessment.
• Checking
• Hypothesizing
• Critiquing
• Experimenting
• Judging
• Testing
• Detecting
• Monitoring
•   Can you justify a decision or course of action?

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Evaluating cont
Verbs

• Choose
• Conclude
• Deduce
• Debate
• Justify
• Recommend
• Discriminate
• Appraise
• Value
• Probe
• Argue
• Decide
• Criticise
• Rank
• Reject

• Judge
• Rate
• Validate
• Predict
• Assess
• Score
• Revise
• Infer
• Determine
• Prioritise
• Tell why
• Compare
• Evaluate
• Defend
• Select
• Measure

• Products include
• Debate
• Panel
• Report
• Evaluation

• Investigation
• Verdict
• Conclusion
• Persuasive speech

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Classroom Roles for Evaluating

• Teacher roles in assessing
• Clarifies
• Accepts
• Guides

• Student roles in assessments
• Judges
• Disputes
• Compares
• Critiques
• Questions
• Argues
• Assesses
• Decides
• Selects
• Justifies

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Evaluating Potential Activities and Products
Tasks

• Write a letter to the editor
• Prepare and conduct a debate
• Prepare a list of criteria to judge
• Write a persuasive speech arguing for/against
• Make a booklet about five rules you see as
  important. Convince others.
• Form a panel to discuss viewpoints on.
• Write a letter to. ..advising on changes needed.
• Write a half-yearly report.
• Prepare a case to present your view about...
• Complete a PMI on
• Evaluate the characters actions in the story

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EvaluateIn a Nutshell
Checking Detecting inconsistencies or fallacies within a process or product. Determining whether a process or product has internal consistency. Synonyms Testing, Detecting, Monitoring Critiquing Detecting the appropriateness of a procedure for a given task or problem. Synonyms Judging Questions Is there a better solution to...? Judge the value of... What do you think about...? Can you 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. ..? Tasks Conduct adebate about an issue of special interest. Make a booklet about five rules you see as important. Convince others. Form a panel to discuss views. Write a letter to ...advising on changes needed. Write a half-year report. Prepare a case to present your view about...
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Creating

• The learner creates new ideas and information
  using what has been previously learned.
• Designing
• Constructing
• Planning
• Producing
• Inventing
• Devising
• Making
•  Can you generate new products, ideas, or ways of
  viewing things?

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Creating cont

• Compose
• Assemble
• Organise
• Invent
• Compile
• Forecast
• Devise
• Propose
• Construct
• Plan
• Prepare
• Develop
• Originate
• Imagine
• Generate

Verbs

• Formulate
• Improve
• Act
• Predict
• Produce
• Blend
• Set up
• Devise
• Concoct
• Compile

• Products include
• Film
• Story
• Project
• Plan
• New game

• Song
• Newspaper
• Media product
• Advertisement
• Painting

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Classroom Roles for Creating

• Teacher roles in assessing
• Facilitates
• Extends
• Reflects
• Analyzes
• Evaluates

• Student roles in assessment
• Designs
• Formulates
• Plans
• Takes risks
• Modifies
• Creates
• Proposes
• Active participant

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Creating Potential Activities and Products
Tasks

• Use the problem solving strategy to invent a new
  type of sports shoe
• Invent a machine to do a specific task.
• Design a robot to do your homework.
• Create a new product. Give it a name and plan a
  marketing campaign.
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play,
  song or pantomime about..
• Design a new monetary system
• Develop a menu for a new restaurant using a
  variety of healthy foods
• Design a record, book or magazine cover for...
• Sell an idea
• Devise a way to...
• Make up a new language and use it in an example
• Write a jingle to advertise a new product.

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CreateIn a Nutshell
CREATE Generating Coming up with alternatives or hypotheses based on criteria Synonyms Hypothesizing Planning Devising a procedure for accomplishing some task. producing Synonyms Designing Producing Inventing a product. Synonyms Constructing Questions Can you design a...to...? Can you see a possible solution to...? If you had access to all resources, how would you deal with...? Why don't you devise your own way to...? What would happen if ...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...?     Tasks Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show play, puppet show, role play, song or pantomime about.. Design a record, book or magazine cover for... Sell an idea Devise a way to