Revised Bloom’s Digital Taxonomy of Learning

Objectives

This is an update to Bloom’s Revised Taxonomy to account for the new behaviours,

actions and learning opportunities emerging as technology advances and becomes more

ubiquitous.

In 1956, Benjamin Bloom, an educational psychologist working at the University of

Chicago, developed his taxonomy of Educational Objectives. His taxonomy of learning

objectives has become a key tool in structuring and understanding the learning process.

Bloom’s Taxonomy examines the cognitive domain of learning. This domain categorizes

and orders thinking skills and objectives. His taxonomy follows the thinking process. Simply you

cannot understand a concept if you do not first remember it, similarly you cannot apply

knowledge and concepts if you do not understand them. It is a continuum from Lower Order

Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). Bloom describes each category as a

noun. They are arranged below in increasing order, from lower order to higher order.`

Lower Order Thinking Skills (LOTS)

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Higher Order Thinking Skills (HOTS) Bloom’s Revised Taxonomy

In the 1990′s, a former student of Bloom, Lorin Anderson with David Krathwohl, revised

Bloom’s Taxonomy and published Bloom’s Revised Taxonomy in 2001.

Key to this is the use of verbs rather than nouns for each of the categories and a

rearrangement of the sequence within the taxonomy. They are arranged below in increasing

order, from lower order to higher order.

Lower Order Thinking Skills (LOTS)

Remembering

Understanding

Applying

Analyzing

Evaluating (Revised position)

Creating (Revised position)

Anderson and Krathwohl considered creativity to be higher within the cognitive domain

than evaluation.`

Bloom’s Revised Taxonomy Sub Categories

One of the key revisions in the Revised Bloom’s Taxonomy as the change to

Verbs for the actions describing each taxonomic level.

Lower Order Thinking Skills (LOTS)

Remembering – Recognizing, listing, describing, identifying, retrieving, naming, locating,

finding

Understanding – Interpreting, Summarizing, inferring, paraphrasing, classifying,

comparing, explaining, exemplifying

Applying – Implementing, carrying out, using, executing

Analyzing – Comparing, organizing, deconstructing, Attributing, outlining, finding,

structuring, integrating

Evaluating – Checking, hypothesizing, critiquing, Experimenting, judging, testing,

Detecting, Monitoring

Creating – designing, constructing, planning, producing, inventing, devising, making

© 2011 Office of Continuing Education and Professional Development, Faculty of Medicine,

University of Toronto.`

Recovered from http://www.cepdtoronto.ca/?page_id=976 on August 9, 2011