1. Bloom’s Taxonomy Higher Order Skills Bloom's Original Taxonomy Anderson's Revised Taxonomy KnowledgeRemembering ComprehensionUnderstanding ApplicationApplying AnalysisAnalysing SynthesisEvaluating EvaluationCreating

2. Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analysing Applying Understanding Remembering ( Based on Pohl, 2000, Learning to Think, Thinking to Learn, P8)

3. Changes in Terminology The names of 6 major categories were changed from noun to verb forms. The reason for 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 knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking. 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.

4. Creating Evaluating Analyzing Applying Understanding Remembering BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding

5. Remembering The learner is able to recall, restate and remember learned information. The Learner can * Recognise * List * Describe * Identify * Retrieve * Name * Locate * Find Can you recall information?

6. Remembering List Memorise Relate Show Locate Distinguish Give example Reproduce Quote Repeat Label Recall Know Group Read Write Outline Verbs Listen Group Choose Recite Review Quote Record Match Select Underline Cite Sort List Label Workbook Reproduction Vocabulary Assess by: Quiz Definition Fact Worksheet Test

7. Classroom Roles for Remembering Teacher role in assessing Directs Tells Shows Examines Questions Evaluates Learner role in assessments Responds Remembers Recognises Memorises Defines Describes Retells

8. Remember – Examples Remember Recognising 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. Make a chart showing… Make an acrostic. Recite a poem.

9. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. The learner can * Interpret * Exemplify * Summarise * Infer * Paraphrase * Classify * Compare * Explain Can you explain ideas or concepts?

10. Understanding Restate Identify Discuss Retell Research Annotate Translate Give examples of Paraphrase Reorganise Associate Verbs Describe Report Recognise Review Observe Outline Account for Interpret Give main idea Estimate Define Assess by: Recitation Summary Collection Explanation Show and tell Example Quiz List Label Outline

11. Classroom Roles for Understanding Teacher role in assessing Demonstrates Listens Questions Compares Contrasts Examines Learner role in assessments Explains Describes Outlines Restates Translates Demonstrates Interprets

12. Understand - Examples Interpreting Changing from one form of representation to another Synonyms: Paraphrasing…Translating,.. 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 (eg 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. PossibleTasks Write in your own words… 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.. Paraphrase this chapter in the book. Retell in your own words. Outline the main points.

13. Applying The learner makes use of information in a context different from the one in which it was Learned. The Learner can * Implement * Carry out * Use * Execute Can you use the information in another familiar situation?

14. Applying Translate Manipulate Exhibit Illustrate Calculate Interpret Make Practice Apply Operate Interview Verbs Change Compute Sequence Paint Show Solve Collect Demonstrate Dramatise Construct Use Adapt Draw Assess by: Photograph Illustration Simulation Sculpture Demonstration Presentation Interview Performance Diary Journal

15. Classroom Roles for Applying Teacher role in assessing Shows Facilitates Observes Evaluates Organizes Questions Learner role in assessment Solves problems Demonstrates use of knowledge Calculates Compiles Completes Illustrates Constructs

16. Apply - Examples 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 area 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 about the Topic. Write a textbook about this topic for others. Write a diary entry Prepare invitations for a character’s birthday party. Dress a doll in national costume. Make a topographic map. Continue the story.

17. Analysing The learner breaks learned information into its parts to best understand that information. The learner can * Compare * Organise * Deconstruct * Attribute * Outline * Find * Structure * Integrate Can you break information into parts to explore Understandings and relationships?

18. Analysing Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticise Verbs Compare Contrast Survey Detect Group Order Sequence Test Debate Analyse Diagram Relate Dissect Categorise Discriminate Assess by: Graph Spreadsheet Checklist Chart Outline Survey Database Mobile Abstract Report

19. Classroom Roles for Analysing Teacher role in assessing Probes Guides Observes Evaluates Acts as a resource Questions Organises Dissects Learner role in assessments Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires

20. Analyse - Examples Analyse Differentiating Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material. Synonyms: Discriminating, Selecting, Focusing, Distinguishing, Organising 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. Survey classmates to find out what they think about a particular topic. Analyse the results.

21. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. The Learner can * Check * Hypothesise * Critique * Experiment * Judge * Test * Detect * Monitor Can you justify a decision or course of action?

22. Evaluating Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritise Tell why Compare Evaluate Defend Select Measure Verbs Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticise Rank Reject Assess by : Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech

23. Classroom Roles for Evaluating Teacher role in assessing Clarifies Accepts Guides Learner role in assessments Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies

24. Evaluate - Examples Evaluate 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 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 advising on changes needed. Write a half-year report. Prepare a case to present your view about... Prepare a list of criteria to judge… Make a booklet about five rules you see as important. Convince others. Evaluate the character’s actions in the story

25. Creating The learner creates new ideas and information using what has been previously learned. The Learner can * Design * Construct * Plan * Produce * Invent * Devise * Make Can you generate new products, ideas, or ways of viewing things?

26. Creating 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 Assess by: Film Story Project Plan New game Song Newspaper Media product Advertisement Painting

27. Classroom Roles for Creating Teacher role in assessing Facilitates Extends Reflects Analyzes Evaluates Learner role in assessment Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant

28. Create - Examples Create Generating Coming up with alternatives or hypotheses based on criteria Synonyms: Hypothesising 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 Design a robot to do your homework Make up a new language and use it in an example Write a jingle to advertise a new product.