Scribd Logo
Upload

Welcome to Scribd!

  • 202 views

    Revised Blooms Taxonomy

    Uploaded by

    Franklin Iriarte
    Bloom

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Revised Blooms Taxonomy

    Uploaded by

    Franklin Iriarte
    202 views2 pages
    Bloom

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Bloom

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    202 views2 pages

    Revised Blooms Taxonomy

    Uploaded by

    Franklin Iriarte
    Bloom

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 2

    Revised Bloom’s Taxonomy

    A former student of Bloom’s, Lorin Anderson, worked with cognitive psychologists, curriculum
    and assessment specialists, and educational researchers to update Bloom’s taxonomy of the
    cognitive domain (Anderson & Krathwohl, 2001). The old and new versions of the taxonomy
    are shown below.

    The new terms are defined as:

    • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-


    term memory.
    • Understanding: Constructing meaning from oral, written, and graphic messages through
    interpreting, exemplifying, classifying, summarizing, inferring, comparing, and
    explaining.
    • Applying: Carrying out or using a procedure through executing, or implementing.
    • Analyzing: Breaking material into constituent parts, determining how the parts relate to
    one another and to an overall structure or purpose through differentiating, organizing, and
    attributing.
    • Evaluating: Making judgments based on criteria and standards through checking and
    critiquing.
    • Creating: Putting elements together to form a coherent or functional whole; reorganizing
    elements into a new pattern or structure through generating, planning, or producing.
    (Forehand, 2005).

     
     
    In addition to reframing the terminology from nouns to verbs that describe the cognitive
    processes individuals use to learn (remembering, understanding, applying, analyzing, evaluating,
    and creating), the revised taxonomy also adds a second dimension outlining a knowledge
    dimension defining the kind of knowledge to be learned (factual, conceptual, procedural, and
    meta-cognitive). A summary of this revised two-dimensional taxonomy is shown below:

     
    Copyright (c) 2005 Extended Campus -- Oregon State University
    http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table Designer/Developer - Dianna Fisher

    References

    Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and
    assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New
    York: Longman.

    Forehand, M. (2005). Bloom's taxonomy: Original and revised. In M. Orey (Ed.), Emerging
    perspectives on learning, teaching, and technology. Retrieved June 10, 2013 from
    http://projects.coe.uga.edu/epltt/

     
     

    You might also like