Blooms Revised Taxonomy

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Blooms Revised Taxonomy

• Original Work by
• Benjamin Bloom, et al. 1956.
• Revised in 2001.

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In 1956, Benjamin Bloom headed a group of
educational psychologist who developed a
classification of levels of intellectual behavior
important in learning. This became a Taxonomy
including three overlapping domains, the
Cognitive, Psychomotor, and Affective domains.
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Cognitive Learning

• Cognitive learning is demonstrated through
  knowledge recall and the intellectual skills
  comprehending information, organizing ideas,
  analyzing and synthesizing data, applying
  knowledge, choosing among alternatives in problem
  solving, and evaluating ideas or actions.

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Bloom identified 6 Levels within the Cognitive
Domain from simple recall or recognition of facts
at the lowest level, through increasingly more
complex and abstract mental levels, to the
highest order which is classified as Evaluation.

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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Blooms Taxonomy
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Knowledge

• Know, define, memorize, repeat, record, list,
  recall, name, relate, collect, label, specify,
  cite, enumerate, tell, recount.

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Comprehension

• Restate, summarize, discuss, describe, recognize,
  explain, express, identify, locate, report,
  retell, review, translate.

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Application

• Exhibit, solve, interview, stimulate, apply,
  employ, use, demonstrate, dramatize, practice,
  illustrate, operate, calculate, show, experiment.

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Analysis

• Interpret, analyze, differentiate, compare,
  contrast, scrutinize, categorize, probe,
  investigate, discover, inquire, detect, inspect,
  classify, arrange, group, organize, examine,
  survey, dissect, inventory, question, test,
  distinguish, diagram.

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Synthesis

• Compose, plan, propose, invent, develop, design,
  formulate, arrange, assemble, construct, create,
  set-up, prepare, imagine, hypothesize,
  incorporate, generalize, originate, predict,
  contrive, concoct, systematize.

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Evaluation

• Judge, decide, appraise, evaluate, rate, compare,
  revise, conclude, select, criticize, assess,
  measure, estimate, infer, deduce, score,
  predict,choose, recommend, determine.

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Affective Learning

• Affective learning is demonstrated by behaviors
  indicating attitudes of awareness, interest,
  attention, concern, and responsibility, ability
  to listen and respond in interactions with
  others, and ability to demonstrate those
  attitudinal characteristics or values which are
  appropriate to the test situation and the field
  of study.

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Affective Learning

• The domain relates to emotions, attitudes,
  appreciations, and values, such as enjoying,
  conserving, respecting, and supporting. Verbs
  applicable to the affective domain include
  accepts, attempts, challenges, defends, disputes,
  joins, judges, praises, questions, shares,
  supports, and volunteers.

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Affective Learning

• There are 5 categories listed in the Affective
  Domain.
• Receiving.
• Responding.
• Valuing.
• Organization.
• Internalizing, (Character).

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Affective Learning
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Affective Learning

• Receiving Phenomena Awareness, willingness to
  hear, selected attention.
• Responding to Phenomena Active participation on
  the part of the learner. Attends and reacts to a
  particular phenomena. Learning outcomes may
  emphasize compliance in responding, willingness
  to respond, or satisfaction in responding
  (motivation).

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Affective Learning

• Valuing The worth or value a person attaches to
  a particular object, phenomenon, or behavior.
  This ranges from simple acceptance to the more
  complex state of commitment. Valuing is based on
  an internalized set of specified values.
• Organization Organizes values into priorities,
  by contrasting different values, resolving
  conflicts between them, and creating a unique
  value system. The emphasis is on relating,
  comparing, and synthesizing values.
  

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Affective Learning

• Internalizing Values (Characterization) Has a
  value system that controls their behavior. The
  behavior is pervasive, consistent, predictable,
  and most importantly, characteristic of the
  learner. Instructional objectives are concerned
  with the students general patterns of adjustment
  (personal, social, and emotional).

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Psychomotor Learning

• Psychomotor learning is demonstrated by physical
  skills coordination, dexterity, manipulation,
  grace, strength, speed actions which demonstrate
  the use of fine motor skills such as the use of
  precision instruments or tools, or actions which
  evidence gross motor skills such as the use of
  the body in dance or athletic performance.

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Psychomotor Learning

• Verbs applicable to the Psychomotor domain
  include bend, grasp, handle, operate, reach,
  relax, shorten, stretch, write, differentiate (by
  touch), express (facially), and perform
  (skillfully).

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Psychomotor Learning

• There are 5 categories of psychomotor learning.
• Imitation
• Manipulation
• Precision
• Articulation
• Naturalization

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Psychomotor Learning
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Psychomotor Learning

• Perception The ability to use sensory cues to
  guide motor activities. This ranges from sensory
  stimulation, through cue selection, to
  translation.
• Set Readiness to act. It includes mental,
  physical and emotional sets. These three sets are
  dispositions that predetermine a persons
  response to different situations (sometimes
  called mindsets).

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Psychomotor Learning

• Complex Overt Response The skillful performance
  of motor acts that involve complex movement
  patterns. Proficiency is indicated by a quick,
  accurate, and highly coordinated performance,
  requiring a minimum of energy. To include
  performing without hesitation, and automatic
  performance. Many learners express themselves
  verbally as to their performance or actions. They
  feel their performance.

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Psychomotor Learning

• Adaptation Skills are well developed and the
  individual can modify movement patterns to fit
  special requirements.
• Origination Creating new movement patterns to
  fit a particular situation or specific problem.
  Learning outcomes emphasize creativity based upon
  highly developed skills.

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Psychomotor Learning

• Guided Response The early stages in learning a
  complex skill that includes imitation and trial
  and error. Adequacy of performance is achieved by
  practicing.
• Mechanism This is the intermediate stage in
  learning a complex skill. Learned responses have
  become habitual and the movements can be
  performed with some confidence and proficiency.

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Blooms Revised Taxonomy

• Bloom created a learning taxonomy in 1956, and
  since that time we have learned more about the
  way that children learn. Teachers have also
  revised the way they plan and implement
  instruction. Anderson and Krathwohl (2001)
  revised Blooms original taxonomy by combining
  both the cognitive process, and knowledge
  dimensions.

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The revised taxonomy incorporates both the kind
of knowledge to be learned (knowledge dimension)
and the process used to learn (cognitive
process), allowing for the instructional designer
to efficiently align objectives to assessment
techniques. Both dimensions are illustrated in
the following table that can be used to help
write clear, focused objectives.
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The Revised Taxonomy Table
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The Revised Taxonomy Table

• For teachers, the objectives for an entire unit
  can be plotted out on the taxonomy table,
  ensuring that all levels of the cognitive process
  are used and that students learn different types
  of knowledge. For example, if a math teacher were
  planning a unit, they could use the taxonomy
  table to make sure that students not only learned
  different math procedures, but also learned how
  to think (meta-cognition) about the best way to
  solve a math problem.

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The Revised Taxonomy Table

• Teachers may also use the new taxonomy dimensions
  to examine current objectives (State Standards)
  in units, and to revise the objectives so that
  they will align with one another, and with
  assessments. The revised table also gives
  teachers a place to start.

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The Revised Taxonomy Table

• Anderson and Krathwohl also list specific verbs
  that can be used when writing objectives for each
  column of the cognitive process dimension.

• Remember recognize, recall.
• Understand compare, classify, summarize.
• Apply Implementing, execute.
• Analyze organizing, attributing.
• Evaluate checking, critiquing.
• Create produce, plan.

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The purpose of writing objectives is to define
what the instructor wants the student to learn.
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How to use the Revised Taxonomy Table

• Learning objectives must fall under one of the
  four categories under the knowledge dimension,
  and under one of the six categories of the
  cognitive process dimension. Where the knowledge
  and cognitive process dimension intersect, is
  where the objective stands on the revised
  taxonomy table.

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The Revised Taxonomy Table
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The Revised Taxonomy Table

• Utilize this technique to analyze objectives. If
  an objective has a vague learning procedure for
  students to complete, such as to know, the
  objective cannot be placed on the table a clue
  that the old objective needs to be revised.

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Bloom TaxonomyRevised

• Happy
• Teaching
• Gallup-McKinley
• County Schools