Judy Sargent, Ph.D.

CESA 7 School Improvement Services

Bloom’s Revised Taxonomy—In a Nutshell

Bloom’s Taxonomy—Revised

Bloom's Original Taxonomy

Anderson's Revised Taxonomy

Knowledge Remembering

Comprehension Understanding

Application Applying

Analysis Analyzing

Synthesis Evaluating

Evaluation Creating

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)

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.

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).

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.

BLOOM’S REVISED TAXONOMY

CreatingCreatingGenerating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing. 

EvaluatingEvaluatingJustifying a decision or course of action

Checking, hypothesizing, critiquing, experimenting, judging 

 Analyzing AnalyzingBreaking information into parts to explore understandings and relationships

Comparing, organizing, deconstructing, interrogating, finding 

ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

 

UnderstandingUnderstandingExplaining ideas or concepts

Interpreting, summarizing, paraphrasing, classifying, explaining 

RememberingRememberingRecalling information

Recognizing, listing, describing, retrieving, naming, finding 

Remembering

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

  Can you recall information?

 

Remembering cont’

• 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

Recall or recognition of

specific information

Label

• List

• Workbook

• Reproduction

•Vocabulary

Products include:

• Quiz

• Definition

• Fact

• Worksheet

• Test

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

Remembering: Potential Activities and Products

• 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.

Remember – In a Nutshell

RecognizingLocating knowledge in

memory that is consistent with presented material.

Synonyms: Identifying...RecallingRetrieving relevant

knowledge from long-term memory.

Synonyms : Retrieving….

Naming…...

 QuestionsWhat 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…..

TasksMake 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. 

UnderstandingThe 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?

Understanding cont’

• Restate

• Identify

• Discuss

• Retell

• Research

• Annotate

• Translate

• Give examples of

• Paraphrase

• Reorganize

• Associate

• Describe

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

Understanding of given

information

Products include:

• Recitation

• Summary

• Collection

• Explanation

• Show and tell

• Example

• Quiz

• List

• Label

• Outline

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

Understanding: Potential Activities and Products

• 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.

Understand—In a NutshellInterpretingChanging from one form of representation to anotherSynonyms:• Paraphrasing…Translating,...Representing,…

Clarifying...Exemplifying• Finding a specific example or illustration of a

concept or principleSynonyms : 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 pointSynonyms : Extrapolating… Interpolating..

Predicting… Concluding….Comparing• Detecting correspondences between two ideas,

objects, etcSynonyms : Contrasting… Matching ...Mapping...Explaining• Constructing a cause-and-effect model of a

system.Synonyms : Constructing models...

QuestionsCan 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

sequenceof events.Write and perform a play based on the

story.Retell the story in your own words.Write a summary report of the eventPrepare a flow chart to illustrate thesequence 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 eventPrepare 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

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?

Applying cont’

• Translate

• Manipulate

• Exhibit

• Illustrate

• Calculate

• Interpret

• Make

• Practice

• Apply

• Operate

• Interview

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

Using strategies, concepts, principles and theories in new

situations

Products include:

• Photograph

• Illustration

• Simulation

• Sculpture

• Demonstration

• Presentation

• Interview

• Performance

• Diary

• Journal

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

Applying: Potential Activities and Products

• 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 character’s 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…

Apply—In a NutshellAPPLY ExecutingApplying knowledge

(often procedural) to a routine task.

Synonyms : Carrying out….

ImplementingApplying knowledge

(often procedural) to a non-routine task.

Synonyms : Using…..

QuestionsCan 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.

TasksConstruct a model to

demonstrate how it

works Make a diorama to illustrate

an eventMake 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.

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?

Analyzing cont’

• 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

Breaking information down into its component

elements

Products include:

• Graph

• Spreadsheet

• Checklist

• Chart

• Outline

• Survey

• Database

• Mobile

• Abstract

• Report

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

Analyzing: PotentialActivities and Products

• 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

Analyze—In a NutshellANALYZE DifferentiatingDistinguishing relevant from

irrelevant parts or important from unimportant parts of presented material.

Synonyms : Discriminating, Selecting, Focusing, Distinguishing,

OrganizingDetermining how elements fit or

function within a structure.Synonyms : Outlining,

Structuring, Integrating, Finding coherence

AttributingDetermining the point of view,

bias, values, or intent underlying presented material. Synonyms : Deconstructing

QuestionsWhich 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...?

TasksDesign a questionnaire to

gather information. Write a commercial to sell a

new productMake 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.

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?

Evaluating cont’

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

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

Judging the value of ideas, materials and

methods by developing and applying standards

and criteria.

Products include:

• Debate

• Panel

• Report

• Evaluation

• Investigation

• Verdict

• Conclusion

•Persuasive speech

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

Evaluating: Potential Activities and Products

• 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 character’s actions in the story

Evaluate—In a NutshellCheckingDetecting inconsistencies or

fallacies within a process or product.

Determining whether a process or product has internal consistency.

Synonyms : Testing, Detecting, Monitoring

CritiquingDetecting the

appropriateness of a procedure for a given task or problem.

Synonyms :Judging

QuestionsIs 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. ..?

TasksConduct a

debate 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...

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?

Creating cont’

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

• Formulate

• Improve

• Act

• Predict

• Produce

• Blend

• Set up

• Devise

• Concoct

• Compile

Putting together ideas or elements to develop

a original idea or engage in creative

thinking.

Products include:

• Film

• Story

• Project

• Plan

• New game

• Song

• Newspaper

• Media product

• Advertisement

• Painting

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

Creating: Potential Activities and Products

• 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.

Create—In a NutshellCREATE GeneratingComing up with alternatives or hypotheses based on criteriaSynonyms: HypothesizingPlanningDevising a procedure for accomplishing some task. producingSynonyms : DesigningProducingInventing a product.Synonyms: Constructing

QuestionsCan 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...?  

TasksInvent 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 ideaDevise a way to