Revised Bloom’s Taxonomy (RBT)

and

North Carolina Essential Standards

March 5, 2010

NC DPI Goal:

NC public schools will produce globally competitive students.

The Purpose of Standards:To define and communicate the knowledge and skills a student must master to be globally competitive.

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Principles and Filters

• Enduring

• Measurable

• Clear and Concise

• Prioritized and Focused

• Rigorous

• Relevant to the Real World

Criteria Filters CourseGeneralized goals Examples and processes to

achieve criteriaStudent Outcomes

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Course

The Essential Standard is the organizing unit.

Bloom’s Revised Bloom’s

• Remember

• Apply

• Understand

• Analyze

• Evaluate

• Create• Evaluation

• Analysis

• Synthesis

• Application

• Comprehension

• Knowledge

Revised Bloom’s Taxonomy is a taxonomy of both cognitive

process and knowledge.

Revised Bloom’s Taxonomy

The student will interpret data from statistical investigations presented in tables and bar graphs.

Subject Verb Object

The StudentCognitiveProcess

Knowledge

Essential Standards take the following form...

Example

Revised Bloom's Taxonomy

Cognitive Process

The Cognitive Processes (or verbs) in the RBT have very specific meanings.

For Example:

•Implementing requires adjusting a process to a new situation

•Explaining requires constructing a cause-and-effect model of a system (e.g. explain the recent downturn in the global economy) •Inferring requires drawing a logical conclusion from presented information (e.g. in learning a foreign language, infer grammatical principles from examples)

Revised Bloom’s Taxonomy

The verbs provide clues as to the cognitive process category

intended by the person or persons writing the standard.

Adopted from the original Bloom’s taxonomy of

educational objectives, there are six cognitive process

categories.

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The Cognitive Process Dimension

Revised Bloom’s Taxonomy

Each of the six cognitive process categories was divided into specific cognitive processes. Nineteen (19) specific cognitive processes were identified.

Unlike the verbs, the objects of the standards are subject-specific (e.g., math, science, social studies). The objects specify the CONTENT of the standard. For several reasons, CONTENT was replaced by KNOWLEDGE.

Difference Between Content and Knowledge?

• Content is subject-matter specific. If you focused on content, then, you would need as many taxonomies as there are subject matters (e.g., one for science, one for history, etc.).

• Content exists outside the student. A major problem, then, is how to get the content inside the student. When content gets inside the student, it becomes knowledge. This transformation of content to knowledge takes place through the cognitive processes used by the student.

Four Types of Knowledge

• Factual Knowledge• Conceptual Knowledge• Procedural Knowledge• Metacognitive Knowledge

Factual

Conceptual

Procedural

Meta-Cognitive

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The Cognitive Process Dimension

The Knowledge Dimension

Revised Bloom’s Taxonomy

Knowledge

Dimension

Cognitive Process DimensionRememb

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Factual List Summarize

Classify

Order Rank Combine

Conceptual

Describe

Interpret

Experiment

Explain Assess Plan

Procedural

Tabulate

Predict Calculate

Differentiate

Conclude

Compose

Meta-cognitiv

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Appropriate Use

Execute

Construct

Achieve

Action Actualize

2-D Revised Bloom’s Taxonomy

http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

•Questions•Comments•Suggestions