Bloom's

The Revised Bloom’s Taxonomy: An Overview

Lorin AndersonLorin Anderson

University of South CarolinaUniversity of South Carolina

A Fundamental TruthA Fundamental Truth

We don’t see the world as it is; We don’t see the world as it is; we see the world through the we see the world through the lens through which we look at lens through which we look at

it.it.

Bloom’s Taxonomy as a FrameworkBloom’s 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)

Who were the taxonomists?Who were the taxonomists?Post World War IIPost World War IIStudents received course credit by Students received course credit by

passing the examinations (credit-by-passing the examinations (credit-by-examination)examination)

Quite obviously, the exams had to be Quite obviously, the exams had to be based on course objectives (validity) based on course objectives (validity) and of sufficient length to be reliable. and of sufficient length to be reliable.

University ExaminersUniversity ExaminersResponsible for designing or helping to Responsible for designing or helping to

design end-of-course examinationsdesign end-of-course examinations

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

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

Looking Through a New Lens Looking Through a New Lens

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

The Original “Bloom’s TaxonomyThe Original “Bloom’s TaxonomyThe Original Bloom’s Taxonomy

Without the LensWithout the Lens

The student will recall the The student will recall the names ofnames of

the parts of a flower. the parts of a flower.

With the LensWith the Lens

The student will recall the names ofThe student will recall the names of

the parts of a flower. the parts of a flower. This is a knowledge This is a knowledge

objective.objective.

Objectives were used to form Objectives were used to form categories; then categories categories; then categories

were used to classify were used to classify objectives.objectives.

80 % of the objectives fell into 80 % of the objectives fell into the Knowledge categorythe Knowledge category

The RevisionThe Revision

Began in November 1996Began in November 1996 Led by David KrathwohlLed by David Krathwohl Involved cognitive psychologists, curriculum Involved cognitive psychologists, curriculum

theorists, teacher educators, and measurement theorists, teacher educators, and measurement and assessment specialists.and assessment specialists.

Group met twice a year for four years.Group met twice a year for four years. Draft completed in 2000; text published in Draft completed in 2000; text published in

2001.2001. Two books – soft cover for teachers and other Two books – soft cover for teachers and other

“practitioners” and hard cover for “practitioners” and hard cover for academicians.academicians.

In education, objectives are In education, objectives are statements of what we want statements of what we want

students to learn as a result of students to learn as a result of the instruction we provide. the instruction we provide.

Standards are simply Standards are simply mandated objectives.mandated objectives.

The Common Format of The Common Format of ObjectivesObjectives

Subject Verb Object

S V O

The SUBJECT is the Learner The SUBJECT is the Learner or the Student.or the Student.

The student (will)The student (will)

The student (should)The student (should)

The students (might)The students (might)

Quite often, the subject is implicit or understood.

The verbs provide clues as to The verbs provide clues as to the cognitive process category the cognitive process category

intended by the person or intended by the person or persons writing the standard. persons writing the standard.

Adopted from the original Adopted from the original Bloom’s taxonomy of Bloom’s taxonomy of

educational objectives, there educational objectives, there are six cognitive process are six cognitive process

categories. categories.

Bloom Revised Bloom Revised BloomBloom

• Remember

• Apply

• Understand

• Analyze

• Evaluate

• Create• Evaluation

• Analysis

• Synthesis

• Application

• Comprehension

• Knowledge

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

Cognitive ProcessesCognitive Processes

RememberRemember

UnderstandUnderstand

RecognizingRecognizing RecallingRecalling InterpretingInterpreting ExemplifyingExemplifying ClassifyingClassifying SummarizingSummarizing InferringInferring ComparingComparing ExplainingExplaining

Cognitive Processes Cognitive Processes (continued)(continued)

ApplyApply

AnalyzeAnalyze

EvaluateEvaluate

CreateCreate

ExecutingExecuting ImplementingImplementing DifferentiatingDifferentiating OrganizingOrganizing AttributingAttributing CheckingChecking CritiquingCritiquing GeneratingGenerating PlanningPlanning ProducingProducing

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

Unlike the verbs, the objects of Unlike the verbs, the objects of the standards are subject-the standards are subject-specific (e.g., math, science, specific (e.g., math, science, social studies). The objects social studies). The objects specify the CONTENT of the specify the CONTENT of the standard. For several reasons, standard. For several reasons, CONTENT was replaced by CONTENT was replaced by KNOWLEDGE.KNOWLEDGE.

What are Differences Between What are Differences Between Content and Knowledge?Content and Knowledge?

Content is Content is subject-matter specificsubject-matter specific. If you focused . If you focused on content, then, you would need as many on content, then, you would need as many taxonomies as there are subject matters (e.g., one taxonomies as there are subject matters (e.g., one for science, one for history, etc.). for science, one for history, etc.).

Content exists Content exists outside the studentoutside the student. A major . A major problem, then, is how to get the content problem, then, is how to get the content inside the inside the studentstudent. When content gets inside the student, it . When content gets inside the student, it becomes knowledge. This transformation of becomes knowledge. This transformation of content to knowledge takes place through the content to knowledge takes place through the cognitive processes used by the student.cognitive processes used by the student.

Four Types of KnowledgeFour Types of Knowledge

Factual KnowledgeFactual Knowledge Conceptual KnowledgeConceptual Knowledge Procedural KnowledgeProcedural Knowledge Metacognitive KnowledgeMetacognitive Knowledge

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THE TAXONOMY TABLE


FACTUAL FACTUAL KNOWLEDGEKNOWLEDGE

KNOWLEDGEKNOWLEDGE

DIMENSIONDIMENSION


Recalling

2.UNDERSTAND



ComparingExplaining

3.APPLY


4.ANALYZE



6.CREATE

GeneratingPlanning

Producing

CONCEPTUACONCEPTUAL L KNOWLEDGEKNOWLEDGE

PROCEDURAL PROCEDURAL KNOWLEDGEKNOWLEDGE

METACOGNITIVMETACOGNITIVE KNOWLEDGEE KNOWLEDGE

THE TAXONOMY TABLE

D6D6 D5D5 D4D4 D3D3 D2D2 D1D1D. D.

MetacognitiveMetacognitive

KnowledgeKnowledge

C6C6 C5C5 C4C4 C3C3 C2C2 C1C1C. ProceduralC. Procedural

KnowledgeKnowledge

B6B6 B5B5 B4B4 B3B3 B2B2 B1B1B. Conceptual B. Conceptual KnowledgeKnowledge

A6A6 A5A5 A4A4 A3A3 A2A2 A1 A1 A. Factual A. Factual KnowledgeKnowledge


Recalling

2.UNDERSTAND



ComparingExplaining

3.APPLY


4.ANALYZE



6.CREATE

GeneratingPlanning

Producing

How it WorksHow it Works

Explain the political alliances and Explain the political alliances and policies that impacted the United policies that impacted the United States in the latter part of the 20States in the latter part of the 20thth Century, including NATO, the UN, Century, including NATO, the UN,

and OPEC and OPEC

Verb = Explain Verb = Explain

Object = the political alliances the political alliances and policies that impacted the and policies that impacted the United States in the latter part United States in the latter part of the 20th Centuryof the 20th Century

including NATO, the UN, and OPEC including NATO, the UN, and OPEC [Extraneous information][Extraneous information]

Verb = Explain = UnderstandVerb = Explain = Understand

Object = the political alliances the political alliances and policies that impacted the and policies that impacted the United States in the latter part United States in the latter part of the 20th Century = of the 20th Century = Conceptual KnowledgeConceptual Knowledge

Summarize the provisions of the Summarize the provisions of the 1313thth, 14, 14thth, and 15, and 15thth Amendments to Amendments to the Constitution, including how the the Constitution, including how the amendments protected the rights of amendments protected the rights of

African Americans and sought to African Americans and sought to enhance their political, social, and enhance their political, social, and

economic opportunitieseconomic opportunities

Verb = SummarizeVerb = SummarizeObject = 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]

Verb = Summarize = UnderstandVerb = Summarize = Understand

Object = Provisions of the 13th, 14th, and 15th Amendments to the Constitution = Factual Knowledge

THE TAXONOMY TABLE


Standard 1Standard 1

FACTUAL FACTUAL KNOWLEDGEKNOWLEDGE

KNOWLEDGEKNOWLEDGE

DIMENSIONDIMENSION


Recalling

2.UNDERSTAND



ComparingExplaining

3.APPLY


4.ANALYZE



6.CREATE

GeneratingPlanning

Producing

CONCEPTUACONCEPTUAL L KNOWLEDGEKNOWLEDGE

PROCEDURAL PROCEDURAL KNOWLEDGEKNOWLEDGE

METACOGNITIVMETACOGNITIVE KNOWLEDGEE KNOWLEDGE

Standard 2Standard 2

The The SVO format of standardsSVO format of standards in in combination with the combination with the two-two-

dimensional structure of the dimensional structure of the Taxonomy TableTaxonomy Table allows us to allows us to

classify standards so we better classify standards so we better understand their intent and understand their intent and meaning in terms of student meaning in terms of student

learning. learning.

Additional BenefitsAdditional Benefits

Increase curriculum alignmentIncrease curriculum alignment Improve validity of assessmentsImprove validity of assessments Improve quality of instructionImprove quality of instruction

Curriculum AlignmentCurriculum Alignment

Assessments

Objectives

Instructional Activities/ Materials

Curriculum Curriculum AlignmentAlignment

Why is Alignment Why is Alignment Important?Important?

Increases validity of assessment Increases validity of assessment Increases students’ opportunity to Increases students’ opportunity to

learnlearn Provides more accurate estimates Provides more accurate estimates

of teaching effectivenessof teaching effectiveness Permits better instructional Permits better instructional

decisions to be madedecisions to be made

Traditional AlignmentTraditional Alignment

What content is included in the objective?What content is included in the objective? What content is included on the What content is included on the

assessment(s)?assessment(s)? Is the content included in the objective Is the content included in the objective

and/or on the assessment included in the and/or on the assessment included in the instructional materials?instructional materials?

If the content is the same, there is a high If the content is the same, there is a high level of alignment.level of alignment.

ALIGNMENTUSING THETAXONOMY TABLE

Objectives Assessments

Instructional Activities

RememberRemember UnderstandUnderstand ApplyApply AnalyzeAnalyze EvaluateEvaluate CreateCreate

FactualFactual

ConceptualConceptual

ProceduralProcedural

Meta-Meta-CognitiveCognitive

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)

THE ANATOMY OF AN ASSESSMENT TASK

Remember Factual Remember Factual KnowledgeKnowledge

No Introductory MaterialNo Introductory Material Stem as Question or Incomplete Stem as Question or Incomplete

StatementStatement Supply (Recall) or Select (Recognize) Supply (Recall) or Select (Recognize)

FormatFormat

Apply Procedural KnowledgeApply Procedural Knowledge

Introductory Material is PresentIntroductory Material is Present Stem as DirectiveStem as Directive Extended Response FormatExtended Response Format

1. 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).

3. Use repetition, incorporating songs and rhythmic activities (e.g., clapping, chanting, cheering).

4. Use mnemonic devices & acronyms; teach memory strategies (e.g., rehearsal, elaboration, making connections with familiar places and things).

5. Use distributed practice.

Teaching Students to "Remember Factual Knowledge"

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.

Why the Revised Taxonomy?Why the Revised Taxonomy?

Historical link (1949 to the present)Historical link (1949 to the present) Two dimensions match the structure of all Two dimensions match the structure of all

objectives: subject-verb-object.objectives: subject-verb-object. Complete “crossing” of rows with columns Complete “crossing” of rows with columns

makes knowledge and cognitive processes makes knowledge and cognitive processes equally importantequally important

The use of verbs is critical since the verbs The use of verbs is critical since the verbs represent the cognitive processes that represent the cognitive processes that students use on or with the content so that students use on or with the content so that learning occurslearning occurs

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