bloom’s revised taxonomy of educational objectives
TRANSCRIPT
Bloom’s Revised Taxonomy of Educational Objectives
Bloom’s Taxonomy of Educational Objectives (Backgrounder)
▪ Taxonomy - a hierarchical model that describes classification and sequencing procedures
▪ 1956 - The Taxonomy 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
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
Bloom’s Taxonomy of Educational Objectives (Original)
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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
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
ComprehensionKnowledge
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
ApplicationComprehension
Knowledge
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
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
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
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Revised Taxonomy
▪ Lorin Anderson (a former student of Bloom), David Krathwohl and a group of cognitive psychologist, updated the taxonomy
Revised Taxonomy
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Revised Taxonomy
• Can the student recall or remember the information?
• Use: define, duplicate, list, memorize, recall, repeat, reproduce, state
Creatin
g
Evaluating
Analyzing
Applying
Understanding
Remembering
Revised Taxonomy
• Can the student explain ideas or concepts?
• Use: classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, and paraphrase
Creatin
g
Evaluating
Analyzing
Applying
UnderstandingRemembering
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
Creatin
g
Evaluating
Analyzing
ApplyingUnderstanding
Remembering
Revised Taxonomy• Can the student
distinguish between the different parts?
• Use: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, and test
Creatin
g
Evaluating
Analyzing
Applying
Understanding
Remembering
Revised Taxonomy
• Can the student justify a stand or decision?
• Use: appraise, argue, defend, judge, select, support, value, and evaluate
Creatin
g
Evaluating
Analyzing
Applying
Understanding
Remembering
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
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
ApplyingUnderstanding
Remembering
Evaluation
Synthesis
AnalysisApplication
Comprehension
Knowledge
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.
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
Differences between the Old and the Revised Taxonomies
4. The comprehension level was changed to understand.
Creating
Evaluating
Analyzing
Applying
UnderstandingRemembering
Evaluation
Synthesis
Analysis
Application
ComprehensionKnowledge
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
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).
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
Cognitive Dimension
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).
Knowledge Dimension
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.
Practical Guide in Using the Revised Taxonomy
Cognitive Dimension Levels
Sample Action Words
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
Practical Guide in Using the Revised Taxonomy
Cognitive Dimension Levels
Sample Action Words Suggested Activities, 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
Practical Guide in Using the Revised Taxonomy
Cognitive Dimension Levels
Sample Action Words Suggested Activities, 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
Practical Guide in Using the Revised Taxonomy
Cognitive Dimension Levels
Sample Action Words Suggested Activities, 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
Practical Guide in Using the Revised Taxonomy
Cognitive Dimension Levels
Sample Action Words Suggested Activities, 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
Practical Guide in Using the Revised Taxonomy
Cognitive Dimension Levels
Sample Action Words Suggested Activities, 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
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.