1. Judy Sargent, Ph.D. CESA 7 School Improvement Services Bloom’s Revised Taxonomy— In a Nutshell

2. Bloom’s Taxonomy—Revised Bloom's Original Taxonomy Anderson's Revised Taxonomy KnowledgeRemembering ComprehensionUnderstanding ApplicationApplying AnalysisAnalyzing SynthesisEvaluating EvaluationCreating

3. 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)

4. 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.

5. 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).

6. 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.

7. 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

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

9. 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

10. 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

11. 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.

12. Remember – In a Nutshell Recognizing 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. What animals were in the story. Make a chart showing… Make an acrostic. Recite a poem.

13. Understanding The 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?

14. 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

15. 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

16. 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.

17. Understand—In a Nutshell 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 (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 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. 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 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 event Prepare a flow chart to illustrate the sequence 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 event Prepare 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

18. 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?

19. 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

20. 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

21. 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…

22. Apply—In a Nutshell 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 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.

23. 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?

24. 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

25. 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

26. Analyzing: Potential Activities 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

27. Analyze—In a Nutshell ANALYZE Differentiating Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material. Synonyms : Discriminating, Selecting, Focusing, Distinguishing, Organizing 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.

28. 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?

29. 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

30. 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

31. 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

32. Evaluate—In a Nutshell 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 to...advising on changes needed. Write a half-year report. Prepare a case to present your view about...

33. 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?

34. 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

35. 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

36. 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.

37. Create—In a Nutshell CREATE Generating Coming up with alternatives or hypotheses based on criteria Synonyms: Hypothesizing 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