Revised Bloom’s Taxonomy

From Bloom and Back to Bloom

History1950’s Benjamin Bloom created Bloom’s

Taxonomy Hierarchy of six uni-dimensional cognitive

levelsDeveloped so instruction and assessment

were congruent

History Continued…1980’s Robert Marzano created Dimensions

of ThinkingComponents

Content Area KnowledgeMetacognitionCritical and Creative Thinking

Currently used for the state curriculum and testing program

History Continued…1990’s Lorin Anderson revisited Bloom and made it two-

dimensionalLow and High Level Thinking Skills but not necessarily a

hierarchyVerbs replaced nouns because thinking skills indicate actionRevised Bloom's Taxonomy Table clarifies the fit of each

lesson plan's purpose, "essential question," goal or objective; not just a thinking skill

Has Four DimensionsFactual KnowledgeConceptual KnowledgeProcedural KnowledgeMeta-Cognitive Knowledge

Comparison ChartOriginal Bloom’s Marzano Revised Bloom’s

Evaluating

Evaluation Integrating Create

Synthesis Generating Evaluate

Analysis Analyzing Analyze

Application Applying Apply

Comprehension Organizing Understood

Knowledge Knowing Remember

Cognitive Process DimensionRemembering: Retrieving, recognizing, and recalling relevant

knowledge from long-term memory. Understanding: Constructing meaning from oral, written, and

graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

Evaluating: Making judgments based on criteria and standards through checking and critiquing.

Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

ExampleRemember: Describe where Goldilocks lived. Understand: Summarize what the Goldilocks story

was about. Apply: Construct a theory as to why Goldilocks went

into the house. Analyze: Differentiate between how Goldilocks

reacted and how you would react in each story event.

Evaluate: Assess whether or not you think this really happened to Goldilocks.

Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

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.

Four Types of KnowledgeFactual KnowledgeConceptual KnowledgeProcedural KnowledgeMetacognitive Knowledge

THE TAXONOMY TABLECOGNITIVE PROCESS DIMENSION

FACTUAL KNOWLEDGE

KNOWLEDGE

DIMENSION

1. REMEMBE

RRecognizi

ngRecalling

2.UNDERSTAN

DInterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementin

g

4.ANALYZE

Differentiating

OrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

CONCEPTUAL KNOWLEDGE

PROCEDURAL KNOWLEDGE

METACOGNITIVE KNOWLEDGE

Recipe Activity

1.In your group, decide what Cognitive Process Dimension your recipe matches.

2.Why that dimension?3.What additional knowledge does

the cook need to have

The Common Format of Objectives

Subject Verb Object S V O

* 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.* 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 and requires cognitive processes.

How it Works

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

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]

Verb = Explain = UnderstandObject = the political alliances and policies that impacted the United States in the latter part of the 20th Century = Conceptual Knowledge

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.

Additional BenefitsIncrease curriculum alignmentImprove validity of assessmentsImprove quality of instruction

Curriculum AlignmentAssessments

Objectives

Instructional Activities/ Materials

Curriculum

Alignment

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

Traditional AlignmentWhat 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.

ALIGNMENTUSING THETAXONOMY TABLE

Objectives

Assessments

Instructional Activities

Remember Understand Apply Analyze Evaluate Create

Factual

Conceptual

Procedural

Meta-Cognitive

Curriculum Alignment Activity

1.Group yourselves with your department.

2.Identify the Cognitive Process Dimension for the Objectives

3.Answer the followinga.What dimension do most of

your objectives alignb.How will this change you

instruction?c.How will this change your

assessment?

Implication in the ClassroomTeachers must familiarize themselves with

RBT terminologyTeachers must plan instruction to match

assessmentFormative assessment must happen

Referenceshttp://www.hsc.unt.edu/SACS/ComplianceRep

ort/IMAGES/SOURCEA498.PDF?id=502a5cd8-eb93-de11-ada2-0024e84f6678

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#end

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman.