This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
2. Bloom’s Taxonomy of Educational
Objectives (Backgrounder)
▪ Taxonomy - a hierarchical model that describes classification and
sequencing procedures
▪ 1956 -TheTaxonomy of Educational Objectives: the Classification of
Educational Goals Handbook 1: Cognitive Domain was published
▪ Benjamin Bloom - developed the most prominent methods for
categorizing differences in thinking skills
▪ 1964 - Bloom and his colleagues published Handbook II,The Affective
Domain in 1964
3. Bloom’s Taxonomy of Educational
Objectives (Original)
▪ a model that described the different levels of learning outcomes that
target what skills and competencies the teachers aim to develop in
the learners
▪ includes six levels of cognition ranging from recall or knowledge to
evaluation of knowledge
▪ progress from simple to more complex levels of thinking
▪ HOTS (higher order thinking skills) : analysis, synthesis, evaluation
5. Bloom’s Taxonomy of Educational
Objectives (Original)
• facts, stating memorized
rules, principles or
definitions
• includes memorizing,
recognizing or recalling
factual information
• Use: list, identify, name,
recite and define
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
6. Bloom’s Taxonomy of Educational
Objectives (Original)
• understanding concepts,
rules and principles
• organizing, describing
and interpreting concepts
• Use: describe, interpret,
explain, illustrate,
summarize, restate and
defend
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
7. Bloom’s Taxonomy of Educational
Objectives (Original)
• Using the concepts and
principles in real life
situation
• Use: apply, classify,
demonstrate, discover,
predict, show, solve and
compare
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
8. Bloom’s Taxonomy of Educational
Objectives (Original)
• requires higher level
thinking skills such as
finding underlying
structures, separating the
whole into its components,
identifying motives and
recognizing hidden
meanings
• Use: analyze, ascertain,
diagram, differentiate,
discriminate, examine,
determine, classify,
investigate, construct and
contrast
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
9. Bloom’s Taxonomy of Educational
Objectives (Original)
• Students put together
elements of what had been
learned in a new way
• expected to create an
original product based on the
knowledge acquired,
combine the ideas presented
into a new whole or relate
several ideas into a
consistent concept.
• Use: combine, compile, create,
design, develop, expand,
integrate, extend, originate,
synthesize and formulate
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
10. Bloom’s Taxonomy of Educational
Objectives (Original)
• highest level of cognition
• students can now assess or
judge, based on a set of
standards, on what they learned
• expected to make thoughtful
value decisions with reference to
knowledge, resolve differences
and controversies and develop
personal opinions, judgments
and decisions
• Use: assess, critique, judge,
appraise, contrast, evaluate,
weigh and recommend
Evalu
ation
Synthesis
Analysis
Application
Comprehension
Knowledge
11. Revised Taxonomy
▪ Lorin Anderson (a former student of Bloom), David
Krathwohl and a group of cognitive psychologist, updated
the taxonomy
13. Revised Taxonomy
• Can the student recall
or remember the
information?
• Use: define, duplicate,
list, memorize, recall,
repeat, reproduce, state
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
14. Revised Taxonomy
• Can the student explain
ideas or concepts?
• Use: classify, describe,
discuss, explain,
identify, locate,
recognize, report, select,
translate, and
paraphrase
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
15. Revised Taxonomy
• Can the student use the
information in a new
way?
• Use: choose,
demonstrate, dramatize,
employ, illustrate,
interpret, operate,
schedule, sketch, solve,
use, and write
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
16. Revised Taxonomy
• Can the student
distinguish between the
different parts?
• Use: appraise, compare,
contrast, criticize,
differentiate,
discriminate, distinguish,
examine, experiment,
question, and test
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
17. Revised Taxonomy
• Can the student justify a
stand or decision?
• Use: appraise, argue,
defend, judge, select,
support, value, and
evaluate
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
18. Revised Taxonomy
• Can the student create a
new product or point of
view?
• Use: construct, create,
develop, formulate, and
write
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
19. Differences between the Old and the
Revised Taxonomies
1.The levels/categories of thinking in the old taxonomy were nouns,
while in the revised taxonomy they are verbs.
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
20. Differences between the Old and the
Revised Taxonomies
2.While the revised taxonomy remains to be in hierarchical levels of
increasing complexity, it is intended to be more flexible, allowing the
categories to overlap.
21. Differences between the Old and the
Revised Taxonomies
3.The knowledge level was changed to remember.
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
22. Differences between the Old and the
Revised Taxonomies
4.The comprehension level was changed to understand.
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
23. Differences between the Old and the
Revised Taxonomies
5. Synthesis was changed to create and was placed at the highest level.
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
24. Differences between the Old and the
Revised Taxonomies
6.The cognitive domain now includes two dimensions: the cognitive
dimension and the knowledge dimension.The knowledge dimension of
the revised taxonomy was based on the subcategories of knowledge in
the old taxonomy (factual, conceptual, procedural, metacognitive).
25. Two Dimensions of the Revised
Taxonomy
Cognitive Dimension
▪ includes the hierarchical or ordered levels of thinking. It represents a
continuum of increasing cognitive complexity – from remember to
create.
▪ remember, understand, apply, analyze, evaluate and create
27. Two Dimensions of the Revised
Taxonomy
Knowledge Dimension
▪ includes four knowledge categories: factual, conceptual, procedural
and metacognitive.
▪ The knowledge ranges from concrete (factual) to abstract
(metacognitive).
29. Formulating a Learning Objective
▪ consider what level of thinking (cognitive) should be achieved and
what type of knowledge should be taught.
▪ The level of thinking is always represented by the verb, while the
knowledge dimension is always represented by the noun.
30. Practical Guide in Using the Revised
Taxonomy
Cognitive Dimension
Levels
Sample ActionWords Suggested Activities,
Outputs or Outcomes
Remember
(recalling information)
Recall, name, list, state,
tell, reproduce, describe,
locate, write, find,
underline, define, define,
duplicate, list, memorize,
recall, repeat, reproduce,
state
Recitations, worksheets,
definitions, fact charts, lists
31. Practical Guide in Using the Revised
Taxonomy
Cognitive Dimension Levels Sample ActionWords SuggestedActivities,
Outputs or Outcomes
Understand
(explaining information and
concepts)
Explain, translate, interpret,
discuss, describe, define,
report, predict, classify,
describe, discuss, explain,
identify, locate, recognize,
report, select, translate, and
paraphrase
Story problems, drawing,
show and tell, summary,
paraphrasing
32. Practical Guide in Using the Revised
Taxonomy
Cognitive Dimension Levels Sample ActionWords SuggestedActivities,
Outputs or Outcomes
Apply
(using information in a new
way)
Use, solve, implement,
construct, practice, execute,
demonstrate, dramatize,
choose, demonstrate,
dramatize, employ,
illustrate, interpret, operate,
schedule, sketch, solve, use,
and write
Presentation, role-playing,
simulation, collection,
model, scrapbook, product
33. Practical Guide in Using the Revised
Taxonomy
Cognitive Dimension Levels Sample ActionWords SuggestedActivities, Outputs
or Outcomes
Analyze
(distinguishing different parts
of a whole)
Compare, distinguish,
investigate, infer, contrast,
separate, differentiate,
sequence, appraise, compare,
contrast, criticize, differentiate,
discriminate, distinguish,
examine, experiment,
question, and test
Chart, plan, questionnaire,
spreadsheet, summary, survey
34. Practical Guide in Using the Revised
Taxonomy
Cognitive Dimension Levels Sample ActionWords SuggestedActivities,
Outputs or Outcomes
Evaluate
(defending a concept or idea)
Assess, debate, defend,
dispute, judge, appraise,
check, decide, justify, rate,
appraise, argue, defend,
judge, select, support, value,
and evaluate
Opinion, judgement,
recommendation, report, self-
evaluation, position paper,
critique
35. Practical Guide in Using the Revised
Taxonomy
Cognitive Dimension Levels Sample ActionWords SuggestedActivities,
Outputs or Outcomes
Create
(creating something new)
Change, design, formulate,
improve, plan, propose,
invent, devise, generate,
compose, combine,
assemble, construct, create,
develop, formulate, and write
Framework, model, story,
multimedia presentation,
poem, haiku, song, essay
36. Uses of the Revised Taxonomy
▪ It provides educators with a common set of terms and levels about
learning outcomes that help in planning across subject matter and
grade levels.
▪ It helps in the drafting of learning standards across levels.
▪ It serves as a guide in evaluating the school’s curriculum objectives,
activities and assessments.
▪ It guides the teacher in formulating learning outcomes that tap
higher order thinking skills.
Notas do Editor
Taxonomy is a hierarchical model that describes classification and sequencing procedures. The taxonomy helps us classify objectives based on the skills and abilities we elicit from students.
In 1956, The Taxonomy of Educational Objectives: the Classification of Educational Goals Handbook 1: Cognitive Domain was published. Initially, the purpose was simply to have a framework to classify test questions that faculty members shared. Eventually, it became so relevant and useful in education. Since then, it has been used in planning the curriculum, planning learning activities and assessment.
Benjamin Bloom developed the most prominent methods for categorizing differences in thinking skills. Bloom and his colleagues published Handbook II, The Affective Domain in 1964. Eventually other experts published a taxonomy for the psychomotor domain in 1966, 1970 and 1972.
Bloom’s taxonomy was a model that described the different levels of learning outcomes that target what skills and competencies the teachers aim to develop in the learners. Bloom’s taxonomy includes six levels of cognition ranging from recall or knowledge to evaluation of knowledge. The six levels progress from simple to more complex levels of thinking, the last three (analysis, synthesis, evaluation) being referred to as “higher order thinking skills” or HOTS. Each of these levels is described along with verbs that may be used in objectives that are aimed at that levels of thinking.
Knowledge. To facilitate learning, we begin with facts, stating memorized rules, principles or definitions. This level of cognition includes memorizing, recognizing or recalling factual information. Objectives at the knowledge level would include verbs such as list, identify, name, recite and define.
Comprehension. Knowledge must lead to understanding concepts, rules and principles. At this level of cognition, the emphasis is on organizing, describing and interpreting concepts. Verbs used in objectives at the comprehension level might include describe, interpret, explain, illustrate, summarize, restate and defend concepts or information.
Application. A proof of the comprehension of the concepts and principles is using them in real life situation. This level requires the learner to apply the information presented, solve problems with it and find new ways of using it. Objective verbs that would represent outcomes at this level of thinking would include apply, classify, demonstrate, discover, predict, show, solve and compare.
Analysis. For an in-depth understanding and mastery of these applied concepts, rules and principles, these are broken down into parts. This level requires higher level thinking skills such as finding underlying structures, separating the whole into its components, identifying motives and recognizing hidden meanings. Verbs used in objectives at this level might include analyze, ascertain, diagram, differentiate, discriminate, examine, determine, classify, investigate, construct and contrast.
Synthesis. This level raises desired outcomes to significantly higher levels of cognition. Students put together elements of what had been learned in a new way. They come up with a holistic, complete, more integrated or even a new view or perspective of what was learned. Learners are expected to create an original product based on the knowledge acquired, combine the ideas presented into a new whole or relate several ideas into a consistent concept. Action verbs in objectives at the synthesis level would include combine, compile, create, design, develop, expand, integrate, extend, originate, synthesize and formulate.
Evaluation. This is the highest level of cognition. With a full grasp of what was learned, the students can now assess or judge, based on a set of standards, on what they learned, at this level. The learner is expected to make thoughtful value decisions with reference to knowledge, resolve differences and controversies and develop personal opinions, judgments and decisions. Objective verbs at this level would include assess, critique, judge, appraise, contrast, evaluate, weigh and recommend.
In the 1990’s, 45 years after the publication of Bloom’s taxonomy, Lorin Anderson (a former student of Bloom), David Krathwohl and a group of cognitive psychologist, updated the taxonomy reflecting the relevance to 21st century work. The result is what we now call the Revised Taxonomy.
Remembering. Can the student recall or remember the information? Verbs that might be used in this level are: define, duplicate, list, memorize, recall, repeat, reproduce, state.
Understanding. Can the student explain ideas or concepts? Objective verbs at this level may start with: classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, and paraphrase.
Applying. Can the student use the information in a new way? Objective verbs in this level may be: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, and write.
Analyzing. Can the student distinguish between the different parts? The following verbs may be used in writing the objectives: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, and test.
Evaluating. Can the student justify a stand or decision? The following verbs may be used in this level: appraise, argue, defend, judge, select, support, value, and evaluate.
Creating. Can the student create a new product or point of view? The following verbs may be used: assemble, construct, create, develop, formulate, and write.
Note that the levels/ categories of thinking in the old taxonomy were nouns, while in the revised taxonomy they are verbs. The use of action words is to highlight that thinking is an active process. For example, applying (revised taxonomy) instead of application (old taxonomy), evaluate (revised) instead of (evaluation) and analyze (revised) instead of analysis (old).
The knowledge level was changed to remember. It is because knowledge does not refer to a cognitive or thinking level. It is the object of thinking. Remember is a more appropriate word as the first level since it involves recalling and retrieving knowledge.
The comprehension level was changed to understand. Teachers are likely to use the worn understand when referring to their work rather than comprehension.
Synthesis was changed to create and was placed at the highest level.
Cognitive Dimension – includes the hierarchical or ordered levels of thinking. It represents a continuum of increasing cognitive complexity – from remember to create. These are all verbs. These are remember, understand, apply, analyze, evaluate and create. Anderson and Krathwohl identified 19 specific cognitive processes that further clarify the bounds of the 6 categories.
Knowledge Dimension – includes four knowledge categories: factual, conceptual, procedural and metacognitive. The knowledge ranges from concrete (factual) to abstract (metacognitive).
When formulating a learning objective, consider what level of thinking (cognitive) should be achieved and what type of knowledge should be taught.
Note: The level of thinking is always represented by the verb, while the knowledge dimension is always represented by the noun. A statement of a learning objective always contains a verb (an action) and an object (a noun). The verb generally refers to actions associated with the intended cognitive process. The object generally describes the knowledge students are expected to acquire or construct.