bloom’s taxonomy (1956) and bloom’s taxonomy revised (2001) thomas f. hawk management department...

Bloom’s Taxonomy (1956)and

Bloom’s Taxonomy Revised (2001)

Thomas F. Hawk

Management Department

Frostburg State University

References

Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H. & Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, The Cognitive Domain. New York: Longmans.

Anderson, L.W. & Krathwohl, D.R. (Eds.)(2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longmans.

Summary of Bloom’s Taxonomy (1956)

1.0 Knowledge

2.0 Comprehension

3.0 Application

4.0 Analysis

5.0 Synthesis

6.0 Evaluation

Bloom’s Taxonomy (1956)

1.00 Knowledge1.10 Knowledge of Specifics

1.11 Knowledge of Terminology1.12 Knowledge of Specific Facts

1.20 Knowledge of Ways & Means of Dealing with Specifics1.21 Knowledge of Conventions1.22 Knowledge of Trends & Sequences1.23 Knowledge of Classifications & Categories1.24 Knowledge of Methodology

1.30 Knowledge of the Universals & Abstracts in the Field1.31 Knowledge of Principals & Generalizations1.32 Knowledge of Theories and Structures

Bloom’s Taxonomy (1956)

2.00 Comprehension2.10 Translation2.20 Interpretation2.30 Extrapolation

3.00 Application4.00 Analysis

4.10 Analysis of Elements4.20 Analysis of Relationships4.30 Analysis of Organizational Principles

5.00 Synthesis5.10 Production of a Unique Communication5.20 Production of a Plan or a Proposed Set of Operations5.30 Derivation of a Set of Abstract Relations

Bloom’s Taxonomy (1956)

6.00 Evaluation6.10 Judgements in Terms of Internal Evidence

6.20 Judgements in Terms of External Evidence

Summary of Bloom’s Taxonomy Revised (2001)

Knowledge Dimension

A. Factual

B. Conceptual

C. Procedural

D. Metacognitive

Process Dimension

1. Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

Bloom’s Taxonomy Revised (2001)Types of Knowledge

A. Factual KnowledgeAa. Knowledge of TerminologyAb. Knowledge of Specific Details & Elements

B. Conceptual KnowledgeBa. Knowledge of Classifications & CategoriesBb. Knowledge of Principles & GeneralizationsBc. Knowledge of Theories, Models, & Structures

C. Procedural KnowledgeCa. Knowledge of Subject-Specific Skills & AlgorithmsCb. Knowledge of Subject-Specific Techniques & MethodsCc. Knowledge of Criteria for When to Use Procedures

D. Meta-cognitive KnowledgeDa. Strategic KnowledgeDb. Knowledge about Cognitive Tasks (Context & Conditions)Dc. Self-Knowledge

Bloom’s Taxonomy Revised (2001)

1.0 Remember1.1 Recognizing – Identifying1.2 Recalling -Retrieving

2.0 Understand2.1 Interpreting – Clarifying, paraphrasing, representing, translating2.2 Exemplifying – Illustrating, instantiating2.3 Classifying – Categorizing, subsuming2.4 Summarizing – Abstracting, generalizing2.5 Inferring – Concluding, extrapolating, interpolating, prediciting2.6 Comparing – Contrasting, mapping, matching2.7 Explaining – Constructing models

3.0 Apply3.1 Executing – Carrying out3.2 Implementing - Using

Bloom’s Taxonomy Revised (2001)

4.0 Analyze4.1 Differentiating – Discriminating, distinguishing,

focusing, selecting4.2 Organizing – Finding coherence, integrating,

structuring4.3 Attributing - Deconstructing

5.0 Evaluate5.1 Checking – Coordinating, detecting, monitoring, testing5.2 Critiquing - Judging

6.0 Create6.1 Generating - Hypothesizing6.2 Planning - Designing6.3 Producing - Constructing

Comparison of Bloom’s Taxonomy of Educational Objectives (1956 & 2001)• Original

– 1.0 Knowledge

– 2.0 Comprehension– 3.0 Application– 4.0 Analysis– 5.0 Synthesis– 6.0 Evaluation

• Revised

Knowledge

Processes– 1.0 Remember– 2.0 Understand– 3.0 Apply– 4.0 Analyze– 5.0 Evaluate– 6.0 Create

Using Bloom’s Taxonomy Revised

• Understand your assumptions and values (teaching/learning philosophy)

• Identify the course learning outcomes (rubrics)• Identify the knowledge type outcomes in course• Identify the process type outcomes in course• Create the learning activities (learning models)

to embrace the learning style diversity• Create the assessment activities (assessment)• Create the syllabus (syllabus)