BLOOM’S REVISED TAXONOMY
CREATE
Design Produce Critique
Debate Assess Consider
“What is your opinion of...? How can you determine..?”
Invent Develop Judge
EVALUATE Imagine
Formulate Hypothesize Predict
“What can happen if..? Can you predict an outcome? Can you invent?”
ANALYZE
Classify Interpret Differentiate Compare
Organize Examine Investigate Inquire
“Why do you think…?” “What conclusions can you draw..?” What ideas justify…?”
APPLY
Solve Demonstrate Interview Complete Model Construct
Report Dramatize
Sketch
Exhibit
Make Prepare
“How would you explain…?” “Can you write in your own words…?’ “Clarify why…”
UNDERSTAND
Discuss
Explain
Summarize
Translate
Paraphrase Classify Review
Show
Select
Translate
“Give an example.” “State in your own words.” “Which statements support...” “What seems likely?”
REMEMBER
Recount
List
Memorize Tell
Find Name
Label Define
Recite
Omit
Recall Retrieve Choose
Select Match
Repeat
“What happened after…?” “How many…?” “What is…?” “Which one…?” “What does it mean…?”
Cindy Roby, West Sylvan Middle School 2005
Portland Public Schools
Bloom's Taxonomy
Lynn Schultz
Old Dominion University
In
1956,
Benjamin
Bloom
headed
a
group
of
educational
psychologists
who
developed
a
classification
of
levels
of
intellectual
behavior
important
in
learning.
During
the
1990's
a
new
group
of
cognitive
psychologist,
lead
by
Lorin
Anderson
(a
former
student
of
Bloom's),
updated
the
taxonomy
reflecting
relevance
to
21st
century
work.
The
graphic
is
a
representation
of
the
NEW
verbage
associated
with
the
long
familiar
Bloom's
Taxonomy.
Note
the
change
from
Nouns
to
Verb
Forms
to
describe
the
different
levels
of
the
taxonomy.
Note
that
the
top
two
levels
are
essentially
exchanged
from
the
Old
to
the
New
version.
NEW Version
Old
Version
Remembering: can the student recall or remember the
define, duplicate, list, memorize, recall, repeat, reproduce state
information?
Understanding: can the student explain ideas or
concepts?
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Applying: can the student use the information in a
new way?
choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Analysing: can the student distinguish between the
different parts?
appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: can the student justify a stand or
decision?
appraise, argue, defend, judge, select, support, value, evaluate
Creating: can the student create new product or point
assemble, construct, create, design, develop, formulate, write. of view?
http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
Macintosh HD:Users:kevincrotchett:Documents:School General:Staff Docs:Professional Development Notes:2007-08:Facilitator Meetings:1125 k-2:Blooms new table.doc
Bloom’s Revised Taxonomy Planning Framework
Products
Learning Activities
Film
Story
(Putting together ideas
Project
or elements to develop
Plan
an original idea or
New game
engage in creative
Song
thinking).
Media product
Advertisement
Painting
Evaluating
Checking
Debate
Hypothesising
Panel
(Judging the value of
Critiquing
Report
ideas, materials and
Experimenting
Evaluation
methods by developing
Judging
Investigation
and applying standards
Testing
Verdict
and criteria).
Detecting
Conclusion
Monitoring
Persuasive
speech
Analysing
Comparing
Survey
Organising
Database
(Breaking information
Deconstructing
Mobile
down into its component
Attributing
Abstract
elements).
Outlining
Report
Structuring
Graph
Integrating
Spreadsheet
Checklist
Chart
Outline
Applying
Implementing
Illustration
Carrying out
Simulation
(Using strategies,
Using
Sculpture
concepts, principles and
Executing
Demonstration
theories in new
Presentation
situations).
Interview
Performance
Diary
Journal
Understanding
Interpreting
Recitation
Exemplifying
Summary
(Understanding of given
Summarising
Collection
information).
Inferring
Explanation
Paraphrasing
Show and tell
Classifying
Example
Comparing
Quiz
Explaining
List
Label
Outline
Remembering
Recognising
Quiz
Listing
Definition
(Recall or recognition of
Describing
Fact
specific information).
Identifying
Worksheet
Retrieving
Test
Naming
Label
Locating
List
Finding
Workbook
Reproduction
http://www.kurwongbss.eq.edu.au/thinking/Bloom/Bloom's%20planning%20sheet.doc
Macintosh HD:Users:kevincrotchett:Documents:School General:Staff Docs:Professional Development Notes:2007-08:Facilitator Meetings:1125 k-2:Blooms planning sheet.doc
Lower-order thinking
Higher-order thinking
Creating
Actions
Designing
Constructing
Planning
Producing
Inventing
Devising
Making