Downloaded 633 times
Uploaded byEzr Acelar
Bloom’s Revised Taxonomy of Educational Objectives
Bloom's taxonomy of educational objectives is a hierarchical model categorizing different levels of learning outcomes, originally published in 1956 and revised later. The original taxonomy included six cognitive levels, ranging from knowledge to evaluation, while the revised version introduced verb-based categories for greater flexibility and included two dimensions: cognitive and knowledge. This framework aids educators in planning learning outcomes, drafting standards, and evaluating curricula to foster higher-order thinking skills.
More Related Content
Similar to Bloom’s Revised Taxonomy of Educational Objectives
More from Ezr Acelar
Bloom’s Revised Taxonomy of Educational Objectives
- 1. Bloom’s Revised Taxonomy ofEducational Objectives
- 2. Bloom’s Taxonomy ofEducational 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 ofEducational 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
- 4. Bloom’s Taxonomy ofEducational Objectives (Original) Evaluation Synthesis Analysis Application Comprehension Knowledge
- 5. Bloom’s Taxonomy ofEducational 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 ofEducational 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 ofEducational 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 ofEducational 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 ofEducational 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 ofEducational 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 ▪ LorinAnderson (a former student of Bloom), David Krathwohl and a group of cognitive psychologist, updated the taxonomy
- 12.
- 13. Revised Taxonomy • Canthe student recall or remember the information? • Use: define, duplicate, list, memorize, recall, repeat, reproduce, state Creating Evaluating Analyzing Applying Understanding Remembering
- 14. Revised Taxonomy • Canthe 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 • Canthe 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 • Canthe 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 • Canthe 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 • Canthe 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 theOld 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 theOld 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 theOld 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 theOld 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 theOld 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 theOld 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 ofthe 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
- 26.
- 27. Two Dimensions ofthe Revised Taxonomy Knowledge Dimension ▪ includes four knowledge categories: factual, conceptual, procedural and metacognitive. ▪ The knowledge ranges from concrete (factual) to abstract (metacognitive).
- 28.
- 29. Formulating a LearningObjective ▪ 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 inUsing 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 inUsing 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 inUsing 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 inUsing 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 inUsing 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 inUsing 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 theRevised 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.
Editor's Notes
- #3 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.
- #4 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.
- #6 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.
- #7 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.
- #8 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.
- #9 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.
- #10 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.
- #11 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.
- #12 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.
- #14 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.
- #15 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.
- #16 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.
- #17 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.
- #18 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.
- #19 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.
- #20 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).
- #22 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.
- #23 The comprehension level was changed to understand. Teachers are likely to use the worn understand when referring to their work rather than comprehension.
- #24 Synthesis was changed to create and was placed at the highest level.
- #26 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.
- #28 Knowledge Dimension – includes four knowledge categories: factual, conceptual, procedural and metacognitive. The knowledge ranges from concrete (factual) to abstract (metacognitive).
- #30 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.