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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
Recognise, list, describe, identify
retrieve, name ….
Can the student RECALL information?
UNDERSTANDING
Interpret, exemplify, summarise,
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?
ANALYSING
Compare, attribute, organise,
deconstruct …
Can the student DIFFERENTIATE
between constituent parts?
EVALUATING
Check, critique, judge hypothesise
...
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 ?
Figure 1 – The original taxonomy and the
revised taxonomy
Some of the more significant changes
include changes in terminology,
structure and emphasis. Summarising 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 reorganised.
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 :
Recognising / 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
Recognising
Locating knowledge in memory
that is consistent with
presented material.
Synonyms: Identifying...
Recalling
Retrieving relevant knowledge
from long-term memory.
Synonyms : Retrieving….
Naming…...
REMEMBER
Recognising
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 :
Categorising...Subsuming...
Summarising
Drawing a logical conclusion
from presented information.
Synonyms :
Abstracting… Generalising...
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 colouring 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. |
|
ANALYSE
Differentiating
Distinguishing relevant from
irrelevant parts or important
from unimportant parts of
presented material.
Synonyms : Discriminating,
Selecting, Focusing,
Distinguishing,
Organising
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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