The document summarizes Revised Bloom's Taxonomy, which categorizes educational objectives along two dimensions: cognitive process and knowledge. The cognitive process dimension involves six categories of increasing complexity - remember, understand, apply, analyze, evaluate, and create. The knowledge dimension ranges from concrete to abstract and includes factual, conceptual, procedural, and metacognitive knowledge. Objectives specify a cognitive process verb and knowledge noun. The taxonomy is useful for classifying objectives and designing assessments.

1. REVISED BLOOM’S TAXONOMY
OF
EDUCATIONAL OBJECTIVES
Presentation by
Prof. Dr. D. BRAHADEESWARAN
Professor – Emeritus
Academic Staff College
VIT, Vellore
unnamala1947@gmail.com
September 2019

2. Overview of the Presentation
1. Introduction
2. Cognitive Process Dimension
3. Knowledge Dimension
4. Uses of Taxonomy Table
5. Sub Types in the Knowledge Dimension
6. Categories in the Cognitive Process Dimension
Slide # 2

3. REVISED BLOOM’S TAXONOMY
 In contrast with the single dimension of the
original Taxonomy proposed by Bloom, B.S (1956)
the revised framework of Anderson, L.W. et al
(2001) is two-dimensional.
 The two dimensions are cognitive process and
knowledge.
Contd.
Slide # 3

4.  A statement of an objective contains a verb and a
noun.
 The verb describes the intended cognitive
process.
 The noun describes the knowledge students are
expected to acquire.
REVISED BLOOM’S TAXONOMY
Contd.
Slide # 4

5. Objective
Statement
Noun
(Knowledge
dimension)
Verb
(Cognitive
Process)
Slide # 5

6. “The student will learn to differentiate (the
cognitive process) between rational numbers and
irrational numbers, (the knowledge)”.
REVISED BLOOM’S TAXONOMY
Slide # 6

7. The continuum underlying the cognitive process
dimension is cognitive complexity;
COGNITIVE PROCESS DIMENSION
Slide # 7
1. Remember
6. Create
3. Apply
4. Analyze
5. Evaluate
2. Understand

8. The continuum underlying the knowledge dimension
is Concreteness/ Abstractness.
KNOWLEDGE DIMENSION
Slide # 8
(B) Conceptual
(C) Procedural
(D) Metacognitive
(A) Factual
Abstract
Concrete

9. THE TAXONOMY TABLE
The
Knowledge
Dimension
The Cognitive Process Dimension
1.
Remember
2.
Understand
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create
A. Factual
Knowledge
B. Conceptual
Knowledge
C. Procedural
Knowledge
D. Meta-Cognitive
Knowledge
Slide # 9

10. The student will learn to implement the
reduce-reuse-recycle approach to
conservation
Educational Objective
The student will learn to implement the reduce-
reuse-recycle approach to conservation.
Noun
The reduce-reuse-recycle
approach to conservation
Verb
implement
Knowledge Dimension
Factual knowledge
Conceptual knowledge
Procedural knowledge
(the reduce-reuse-recycle approach to conservation)
Metacognitive knowledge
Cognitive Process Dimension
Remember
Understand
Apply (implement)
Analyze
Evaluate
Create
THE
KNOWLEDGE
DIMENSION
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A.
Factual
B.
Conceptual
C.
Procedural X
D.
Meta-Cognitive
HOW AN OBJECTIVE IS CLASSIFIED IN THE TAXONOMY TABLE?
Slide # 10

11. TYPES AND SUBTYPES
OF THE KNOWLEDGE DIMENSION
MAJOR TYPES AND SUBTYPES EXAMPLES
A. FACTUAL KNOWLEDGE –
The basic elements students must know
to be acquainted with a discipline or
solve problems in it
AA. Knowledge of terminology Technical vocabulary, musical
symbols
AB. Knowledge of specific details and
elements
Major natural resources, reliable
sources of information
Slide # 11

12. MAJOR TYPES AND SUBTYPES EXAMPLES
B. CONCEPTUAL KNOWLEDGE -
The interrelationships among the basic
elements within a larger structure that
enable them to function together
BA. Knowledge of classifications and
categories
Periods of geological time, forms of
business ownership
BB. Knowledge of principles and
generalizations
Pythagorean theorem, law of supply
and demand
BC. Knowledge of theories, models and
structures
Theory of evolution, structure of
Congress
Slide # 12
TYPES AND SUBTYPES
OF THE KNOWLEDGE DIMENSION

13. MAJOR TYPES AND SUBTYPES EXAMPLES
C. PROCEDURAL KNOWLEDGE -
How to do something, methods of inquiry
and criteria for using skills, algorithms,
techniques and methods
CA. Knowledge of subject-specific skills
and algorithms
Skills used in painting with watercolors,
whole-number division algorithm
CB. Knowledge of subject-specific
techniques and methods
Interviewing techniques, scientific
method
CC. Knowledge of criteria for determining
when to use appropriate procedures
Criteria used to determine when to
apply a procedure involving Newton’s
second law, criteria used to judge the
feasibility of using a particular method
to estimate business costs
Slide # 13
TYPES AND SUBTYPES
OF THE KNOWLEDGE DIMENSION

14. MAJOR TYPES AND SUBTYPES EXAMPLES
D. METACOGNITIVE KNOWLEDGE -
Knowledge of cognition in general as well
as awareness and knowledge of one’s
own cognition
DA. Strategic knowledge Knowledge of outlining as a means of
capturing the structure of a unit of
subject matter in a textbook,
knowledge of the use of heuristics
DB. Knowledge about cognitive tasks,
including appropriate contextual and
conditional knowledge
Knowledge of the types of tests
particular teachers administer,
knowledge of the cognitive demands
of different tasks
DC. Self-knowledge Knowledge that critiquing essays is a
personal strength, whereas writing
essays is a personal weakness,
awareness of one’s own knowledge
level
Slide # 14
TYPES AND SUBTYPES
OF THE KNOWLEDGE DIMENSION

15. The six categories in the cognitive process
dimension and related cognitive processes
are presented in the next slide.
Slide # 15
CATEGORIES IN THE
COGNITIVE PROCESS DIMENSION

16. Slide # 16
BLOOM’S REVISED TAXONOMY
Creating
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing
Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Applying
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering
Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding

17. Slide # 17
Original Terms New Terms
•
•
•
•
•
•
•
•
•
•
•
•
Pohl, M. (2000). Learning To Think, Thinking To Learn-Models and Strategies to Develop a Classroom
Culture of Thinking. Cheltenham,Vic.,Australia: Hawker Brownlow Education.
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analysing
Applying
Understanding
Remembering

18. CATEGORIES OF THE
COGNITIVE PROCESS DIMENSION
PROCESS CATEGORIES COGNITIVE PROCESSES AND EXAMPLES
1. REMEMBER - Retrieve relevant knowledge from long-term memory
1.1 RECOGNIZING
(e.g., Recognize the dates of important events in Indian
history)
1.2 RECALLING (e.g., Recall dates of important events in Indian history)
Slide # 18
1. REMEMBER

19. PROCESS CATEGORIES COGNITIVE PROCESSES AND EXAMPLES
2. UNDERSTAND -
Construct meaning from instructional messages, including
oral, written and graphic communication
2.1 INTERPRETING (e.g., Paraphrase important speeches and documents)
2.2 EXEMPLIFYING (e.g., Give examples of various artistic painting styles)
2.3 CLASSIFYING
(e.g., Classify observed or described cases of mental
disorders)
2.4 SUMMARIZING
(e.g., Write a short summary of the events portrayed on
videotapes)
2.5 INFERRING
(e.g., In learning a foreign language, infer grammatical
principles from examples)
2.6 COMPARING
(e.g., Compare historical events to contemporary
situations)
2.7 EXPLAINING
(e.g., Explain what happens to the rate of the current
when a secondary battery is added to a circuit)
Slide # 19
CATEGORIES OF THE
COGNITIVE PROCESS DIMENSION
2. UNDERSTANDING

20. PROCESS CATEGORIES COGNITIVE PROCESSES AND EXAMPLES
3. APPLY - Carry out or use a procedure in a given situation
3.1 EXECUTING
(e.g., Divide one whole number by another whole
number, both with multiple digits)
3.2 IMPLEMENTING
(e.g., Determine in which situations Newton’s second
law is appropriate)
Slide # 20
CATEGORIES OF THE
COGNITIVE PROCESS DIMENSION
3. APPLY

21. PROCESS CATEGORIES COGNITIVE PROCESSES AND EXAMPLES
4. ANALYZE -
Break material into constituent parts and determine how
parts relate to one another and to an over-all structure or
purpose
4.1 DIFFERENTIATING
(e.g., Distinguish between relevant and irrelevant
numbers in a mathematical word problem)
4.2 ORGANIZING
(e.g., Structure evidence in a historical description into
evidence for and against a particular historical
explanation)
4.3 ATTRIBUTING
(e.g., Determine the point of view of the author of an
essay in terms of his or her political perspective)
Slide # 21
CATEGORIES OF THE
COGNITIVE PROCESS DIMENSION
4. ANALYZE

22. PROCESS CATEGORIES COGNITIVE PROCESSES AND EXAMPLES
5. EVALUATE - Make judgments based on criteria and standards
5.1 CHECKING
(e.g., Determine whether a scientist’s conclusions follow
from observed data)
5.2 CRITIQUING
(e.g., judge which of two methods is the best way to
solve a given problem)
Slide # 22
CATEGORIES OF THE
COGNITIVE PROCESS DIMENSION
5. EVALUATE

23. PROCESS CATEGORIES COGNITIVE PROCESSES AND EXAMPLES
6. CREATE -
Put elements together to form a coherent or functional whole,
reorganize elements into a new pattern or structure
6.1 GENERATING
(e.g., Generate hypotheses to account for an observed
phenomenon)
6.2 PLANNING (e.g., Plan a research paper on a given historical topic)
6.3 PRODUCING
(e.g., Build habitats for certain species for specified
purposes)
Slide # 23
CATEGORIES OF THE
COGNITIVE PROCESS DIMENSION
6. CREATE

24. SUMMARY
1. Cognitive Process Dimension
2. Knowledge Dimension
3. Uses of Taxonomy Table
4. Sub Types in the Knowledge
Dimension
5. Categories in the Cognitive
Process Dimension