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During the 1990's, Lorin
Anderson (a former student of
Benjamin Bloom) led a team of
cognitive psychologists in
revisiting the taxonomy with the
view to examining the relevance
of the taxonomy as we enter the
twenty-first century.
As a result of the investigation
a number of significant
improvements were made to the
existing structure. Before
turning to examples of how the
newly revised Taxonomy may be
applied, it would be appropriate
at this point to make both the
revisions and reasons for the
changes explicit.Figure1 below
describes both the ‘old'
and the ‘new'
taxonomies:
REMEMBERING
Recognize, list, describe,
identify retrieve, name ….
Can the student RECALL
information?
UNDERSTANDING
Interpret, exemplify, summarize,
infer, paraphrase …..
Can the student EXPLAIN ideas or
concepts?
APPLYING
Implement, carry out, use …
Can the student USE the new
knowledge in another familiar
situation?
ANALYZING
Compare, attribute, organize,
deconstruct …
Can the student DIFFERENTIATE
between constituent parts?
EVALUATING
Check, critique, judge
hypothesize ...
Can the student JUSTIFY a
decision or course of action?
CREATING
Design, construct, plan, produce
...
Can the student GENERATE new
products, ideas or ways of
viewing things ?
|
Bloom's Original
Taxonomy |
Anderson's Revised
Taxonomy |
|
Knowledge |
Remembering |
|
Comprehension |
Understanding |
|
Application |
Applying |
|
Analysis |
Analyzing |
|
Synthesis |
Evaluating |
|
Evaluation |
Creating |
Figure 1 – The original taxonomy
and the revised taxonomy
Some of the more significant
changes include changes in
terminology, structure and
emphasis. Summarizing each in
turn –
Changes in Terminology
1. As depicted in the previous
table, the names of six major
categories were changed from
noun to
verb forms. The
reasoning behind this is that
the taxonomy reflects different
forms of thinking and thinking
is an
active process. Verbs
describe actions, not nouns,
hence the change.
2. The subcategories of the six
major categories were also
replaced by verbs and some
subcategories were reorganized.
3. The knowledge category was
renamed. Knowledge is an outcome
or product of thinking not a
form of thinking
per se. Consequently,
the word knowledge was
inappropriate to describe a
category of thinking and was
replaced with the word
remembering instead.
4. Comprehension and synthesis
were retitled to
understanding and
creating
respectively, in order to better
reflect the nature of the
thinking defined in each
category.
Changes in Structure
1. The one- dimensional form of
the original taxonomy becomes a
two-dimensional table with the
addition of the products of
thinking ( i.e. various forms of
knowledge). Forms of knowledge
are listed in the revised
taxonomy as factual, conceptual,
procedural and metacognitive.
See Learning to think / Thinking
to learn (Pohl, 2000) for
further information about this.
2 The major categories were
ordered in terms of increased
complexity. As a result, the
order of synthesis (create) and
evaluation (evaluate) have been
interchanged. This is in
deference to the popularly held
notion that if one considers the
taxonomy as a hierarchy
reflecting increasing
complexity, then creative
thinking (i.e
creating level of the
revised taxonomy) is a more
complex form of thinking than
critical thinking (i.e.
evaluating level of
the new taxonomy).
Put quite simply, one can be
critical without being creative
(i.e judge an idea and justify
choices) but creative production
often requires critical thinking
(i.e accepting and rejecting
ideas on the path to creating a
new idea, product or way of
looking at things.)
Changes in emphasis
1. The revision's primary focus
is on the taxonomy
in use. Essentially,
this means that the revised
taxonomy is a more authentic
tool for curriculum planning,
instructional delivery and
assessment.
2. The revision is aimed at a
broader audience. Bloom's
Taxonomy was traditionally
viewed as a tool best applied in
the earlier years of schooling
(i.e. primary and junior primary
years). The revised taxonomy is
more universal and easily
applicable at elementary,
secondary and even tertiary
levels.
3. The revision emphasizes
explanation and description of
subcategories.
For example, sub-categories at
the
Remembering level of
the taxonomy include :
Recognizing / Identifying
- Locating knowledge in memory
that is consistent with
presented material.
Recalling / Retrieving / Naming
– Retrieving relevant knowledge
from long-term memory.
The figure below gives a
comprehensive overview of the
sub-categories, along with some
suggested question starters that
aim to evoke thinking specific
to each level of the taxonomy.
Suggested potential activities
and student products are also
listed.
|
Category |
Sample sentence
starters |
Potential activities
and products |
|
REMEMBER
Recognizing
Locating knowledge
in memory that is
consistent with
presented material.
Synonyms:
Identifying...
Recalling
Retrieving relevant
knowledge from
long-term memory.
Synonyms :
Retrieving….
Naming…...
REMEMBER
Recognizing
Locating knowledge
in memory that is
consistent with
presented material.
Synonyms:
Identifying...
Recalling
Retrieving relevant
knowledge from
long-term memory.
Synonyms :
Retrieving….
Naming…... |
What happened
after...?
How many...?
What is...?
Who was it that...?
Can you name ...?
Find the meaning of…
Describe what
happened after…
Who spoke to...?
Which is true or
false...?
Identify who….
Name all the….. |
Make a list of the
main events of the
story.
Make a time line of
events.
Make a facts chart .
Write a list of any
pieces of
information you can
remember.
What animals were in
the story.
Make a chart
showing…
Make an acrostic.
Recite a poem.
|
|
UNDERSTAND
Interpreting
Changing from one
form of
representation to
another
Synonyms:
Paraphrasing…
Translating,...Representing,…
Clarifying...
Exemplifying
Finding a specific
example or
illustration of a
concept or principle
Synonyms :
Instantiating…
Illustrating...
Classifying
Determining that
something belongs to
a category (e.g.,
concept or
principle).
Synonyms :
Categorizing...Subsuming...
Summarizing
Drawing a logical
conclusion from
presented
information.
Synonyms :
Abstracting…
Generalizing...
Inferring
Abstracting a
general theme or
major point
Synonyms :
Extrapolating…
Interpolating..
Predicting…
Concluding….
Comparing
Detecting
correspondences
between two ideas,
objects, etc
Synonyms :
Contrasting…
Matching
...Mapping...
Explaining
Constructing a
cause-and-effect
model of a system.
Synonyms :
Constructing
models... |
Can you write in
your own words?
How would you
explain…?
Can you write a
brief outline...?
What do you think
could have happened
next...?
Who do you think...?
What was the main
idea...?
Clarify why….
Illustrate the ………
Does everyone act in
the way that ……..
does?
Draw a story map.
Explain why a
character acted in
the way that they
did.
|
Cut out, or draw
pictures to show a
particular event.
Illustrate what you
think the main idea
may have been.
Make a cartoon strip
showing the sequence
of events.
Write and perform a
play based on the
story.
Retell the story in
your own words.
Write a summary
report of the event
Prepare a flow chart
to illustrate the
sequence of events.
Make a coloring
book.
Cut out, or draw
pictures to show a
particular event.
Illustrate what you
think the main idea
was.
Make a cartoon strip
showing the sequence
of events.
Write and perform a
play based on the
story.
Retell the story in
your own words.
Write a summary
report of the event
Prepare a flow chart
to illustrate the
sequence of events.
Cut out, or draw
pictures to show a
particular event.
Illustrate what you
think the main idea
was.
Make a cartoon strip
showing the sequence
of events.
Write and perform a
play based on the
story. |
|
APPLY
Executing
Applying knowledge
(often procedural)
to a routine task.
Synonyms : Carrying
out….
Implementing
Applying knowledge
(often procedural)
to a non-routine
task.
Synonyms : Using….. |
Can you write in
your own words?
How would you
explain…?
Can you write a
brief outline...?
What do you think
could have happened
next...?
Who do you think...?
What was the main
idea...?
Clarify why….
Illustrate the ………
Does everyone act in
the way that ……..
does?
Draw a story map.
Explain why a
character acted in
the way that they
did. |
Construct a model to
demonstrate how it
works
Make a diorama to
illustrate an event
Make a scrapbook
about the areas of
study.
Make a papier-mâché
map / clay model to
include relevant
information about an
event.
Take a collection of
photographs to
demonstrate a
particular point.
Make up a puzzle
game.
Write a textbook
about this topic for
others. |
|
ANALYZE
Differentiating
Distinguishing
relevant from
irrelevant parts or
important from
unimportant parts of
presented material.
Synonyms :
Discriminating,
Selecting, Focusing,
Distinguishing,
Organizing
Determining how
elements fit or
function within a
structure.
Synonyms :
Outlining,
Structuring,
Integrating, Finding
coherence
Attributing
Determining the
point of view, bias,
values, or intent
underlying presented
material. Synonyms :
Deconstructing |
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?
Can you explain what
must have happened
when...?
What are some or the
problems of...?
Can you distinguish
between...?
What were some of
the motives
behind..?
What was the turning
point?
What was the problem
with...? |
Design a
questionnaire to
gather information.
Write a commercial
to sell a new
product
Make flow chart to
show the critical
stages.
Construct a graph to
illustrate selected
information.
Make a family tree
showing
relationships.
Devise a play about
the study area.
Write a biography of
a person studied.
Prepare a report
about the area of
study. |
|
EVALUATE
Checking
Detecting
inconsistencies or
fallacies within a
process or product.
Determining whether
a process or product
has internal
consistency.
Synonyms : Testing,
Detecting,
Monitoring
Critiquing
Detecting the
appropriateness of a
procedure for a
given task or
problem.
Synonyms :Judging |
Is there a better
solution to...?
Judge the value
of... What do you
think about...?
Can you 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. ..?
How effective are.
..?
|
Conduct a debate
about an issue of
special interest.
Make a booklet about
five rules you see
as important.
Convince others.
Form a panel to
discuss views.
Write a letter to.
..advising on
changes needed.
Write a half-year
report.
Prepare a case to
present your view
about... |
|
CREATE
Generating
Coming up with
alternatives or
hypotheses based on
criteria
Synonyms :
Hypothesizing
Planning
Devising a procedure
for accomplishing
some task. producing
Synonyms : Designing
Producing
Inventing a product.
Synonyms :
Constructing |
Can you design
a...to...?
Can you see a
possible solution
to...?
If you had access to
all resources, how
would you deal
with...?
Why don't you devise
your own way to...?
What would happen if
...?
How many ways can
you...?
Can you create new
and unusual uses
for...?
Can you develop a
proposal which
would...?
|
Invent a machine to
do a specific task.
Design a building to
house your study.
Create a new
product. Give it a
name and plan a
marketing campaign.
Write about your
feelings in relation
to...
Write a TV show
play, puppet
show, role play,
song
or
pantomime about..
Design a record,
book or magazine
cover for...
Sell an idea
Devise a way to... |
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