6. Why use Anderson’s taxonomy?
Write and revise learning objectives
Plan curriculum
Identifies simple to most difficult
skills
Effectively align objectives to
assessment techniques and
standards
7. • Incorporate knowledge to be
learned (knowledge
dimension) and cognitive
process to learn
• Facilitate questioning (oral
language = important role
within framework)
Why use Anderson’s taxonomy?
13. Categories noun to verb
Taxonomy reflects different forms of thinking
(thinking is an active process) verbs describe actions,
nouns do not
Reorganized categories
Knowledge = product/outcome of thinking
(inappropriate to describe a category of thinking)
now remembering
Comprehension now understanding
Synthesis now creating to better reflect nature of
thinking described by each category
Change in Terms
14. Products of thinking part of taxonomy
Forms of knowledge = factual, conceptual,
procedural, metacognitive (thinking about
thinking)
Synthesis (creating) and evaluation
(evaluating) interchanged
Creative thinking more complex form of
thinking than critical thinking (evaluating)
Changes in Structure
Handout #
15. USE: More authentic tool for curriculum
planning, instructional delivery and
assessment
Aimed at broader audience
Easily applied to all levels of education
Revision emphasizes explanation and
description of subcategories
Changes in
Emphasis
Handout #
17. Remembering
The learner is able to recall, restate and remember
learned information
Describing
Finding
Identifying
Listing
Retrieving
Naming
Locating
Recognizing
Can students recall information?
19. Understanding
Student grasps meaning of information
by interpreting and translating
what has been learned
Inferring
Interpreting
Paraphrasing
Summarizing
Can students explain ideas or concepts?
Classifying
Comparing
Exemplifying
Explaining
21. Applying
Student makes use of information in a context
different from the one in which it was learned
Implementing
Carrying out
Using
Executing
Can students use the information in
another familiar situation?
c =
23. Analyzing
Student breaks learned information into
its parts to best understand that information
Attributing
Comparing
Deconstructing
Finding
Integrating
Organizing
Outlining
Structuring
Can students break information into parts to explore
understandings and relationships?
25. Evaluating
Student makes decisions based on in-depth
reflection, criticism and assessment
Checking
Critiquing
Detecting
Experimenting
Hypothesising
Judging
Monitoring
Testing
Can students justify a decision or
a course of action?
27. Creating
Student creates new ideas and information
using what previously has been learned
Constructing
Designing
Devising
Inventing
Making
Planning
Producing
Can students generate new products,
ideas, or ways of viewing things?
29. Higher level questions require complex
application, analysis, evaluation or creation
skills
Higher level questions
Encourage students to think more deeply and
critically
Facilitate problem solving
Encourage discussions
Stimulate students to seek information on their
own
Questioning . . .
30. What happened after...?
How many...?
What is...?
Who was it that...?
Name ...
Find the definition of…
Describe what happened after…
Who spoke to...?
Which is true or false...?
“Remembering” stems
31. Explain why…
Write in your own words…
How would you explain…?
Write a brief outline...
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Clarify…
Illustrate…
“Understanding” stems
32. Explain another instance where…
Group by characteristics such as…
Which factors would you change if…?
What questions would you ask of…?
From the information given, develop a
set of instructions about…
“Applying” stems
33. 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?
“Analyzing” stems
34. Explain what must have happened
when...
What are some or the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
What was the problem with...?
“Applying” stems
35. Judge the value of... What do you think
about...?
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...?
“Evaluating” stems
(Pohl, 2000)
36. How effective are...?
What are the consequences...?
What influence will....have on our
lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
Who will gain & who will loose?
37. Design a...to...
Devise a possible solution to...
If you had access to all resources, how would you
deal with...?
Devise your own way to...
What would happen if ...?
How many ways can you...?
Create new and unusual uses for...
Develop a proposal which would...
“Creating” stems
38. Systematic process of thinking & learning
Assists assessment efforts with easy-to-use format
Visual representation of alignment between goals &
objectives with standards, activities, & outcomes
Helps form challenging questions to help students
gain knowledge & critical thinking skills
Assists in development of goals, objectives, &
lesson plans
Summary
Bloom’s revised taxonomy
