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BLOOM TAXONOMY
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Bloom’s Revised Taxonomy
 Taxonomy of Cognitive Objectives
 1956 - developed by Benjamin Bloom
 Means of expressing qualitatively different kinds of thinking
 Been adapted for classroom use as a planning tool
 Continues to be one of the most universally applied models
 Provides a way to organise thinking skills into six levels,
from the most basic to the more complex levels of thinking
 1990s- Lorin Anderson (former student of Bloom) revisited
the taxonomy to reflect 21st Century Learning.
 As a result, a number of changes were made
- Verbs are used to represent what the learner is to do at each
level.
(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)
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WHAT IS 21ST CENTURY LEARNING?
The movement of taking core curriculum and
standards and applying them to global skills.
A. The 3 Rs serve as the foundation.
B. Life and Career Skills.
C. Incorporation of Learning and Innovation Skills.
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Critical Thinking
Communication
Collaboration
Creativity
D. Information, Media, and Technology Skills.
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Original Terms
 Evaluation
New Terms
•Creating
 Synthesis
•Evaluating
 Analysis
•Analysing
 Application
 Comprehension
•Applying
 Knowledge
•Understanding
•Remembering
5 8)
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p.
Change in Terms
 Categories noun to verb
 Taxonomy reflects different forms of thinking
(thinking is an active process) verbs describe actions,
nouns do not
 Reorganized categories
 Knowledge = product/outcome of thinking
(inappropriate to describe a category of thinking) now
remembering
 Comprehension now understanding
 Synthesis now creating to better reflect nature of
thinking described by each category
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Changes in Emphasis
 USE: More authentic tool for curriculum planning,
instructional delivery and assessment
 Aimed at broader audience. Bloom’s Taxonomy was
traditionally viewed as a tool best applied in the
earlier years of schooling (i.e. primary and junior
primary years).
 Easily applied to all levels of education. (elementary,
secondary and even tertiary levels)
 Revision emphasizes explanation and description of
subcategories
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BLOOM’S REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding
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BLOOM’S TAXONOMY
 Behaviors are taught to
be cumulative, going
from simple to more
complex mental
behaviors.
 Bloom’s Taxonomy is
an order of learning
with six levels.
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Bloom’s Questions
 Questioning should be used purposefully to
achieve well-defines goals.
 Bloom's Taxonomy is a classification of thinking
organised by level of complexity. It gives teachers
and students an opportunity to learn and practice
a range of thinking and provides a simple structure
for many different kinds of questions and thinking.
 The taxonomy involves all categories of questions.
 Typically a teacher would vary the level of
questions within a single lesson.
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Lower and Higher Order Questions
 Lower level questions are those at the
remembering, understanding and lower level
application levels of the taxonomy.
 Usually questions at the lower levels are
appropriate for:
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Evaluating students’ preparation and
comprehension
Diagnosing students’ strengths and weaknesses
Reviewing and/or summarising content
www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm
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Lower and Higher Order Questions
 Higher level questions are those requiring complex
application, analysis, evaluation or creation skills.
 Questions at higher levels of the taxonomy are
usually most appropriate for:
 Encouraging students to think more deeply and
critically
 Problem solving
 Encouraging discussions
 Stimulating students to seek information on their
own
www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm
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REMEMBERING
- Foundation for learning
- Can the student recall or remember
the information?
- Represented in lesson plans with
words such as: define, duplicate,
list, memorize, recall, repeat,
reproduce, state.
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Remembering
The learner is able to recall, restate and remember learned
information.
 Recognising
 Listing
 Describing
 Identifying
 Retrieving
 Naming
 Locating
 Finding
Can you recall information?
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Remembering cont’
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List
Memorise
Relate
Show
Locate
Distinguish
Give example
Reproduce
Quote
Repeat
Label
Recall
Know
Group
Read
Write
Outline
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Listen
Group
Choose
Recite
Review
Quote
Record
Match
Select
Underline
Cite
Sort
Recall or
recognition of
specific
information
Products include:
• Quiz
• Label
• Definition
• List
• Fact
• Workbook
• Worksheet
• Reproduction
• Test
•Vocabulary 15
Classroom Roles for Remembering
Teacher roles
Student roles
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Directs
Tells
Shows
Examines
Questions
Evaluates
Responds
Absorbs
Remembers
Recognises
Memorises
Defines
Describes
Retells
Passive recipient
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Remembering:
Potential Activities and Products
 Make a list of the main events of the story.
 Make a time line of events.
 Make a facts chart.
 Write a list of any pieces of information you can
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remember.
What animals were in the story?
Make a chart showing…
Make an acrostic.
Recite a poem.
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Questions for Remembering
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What happened after...?
How many...?
What is...?
Who was it that...?
Can you name ...?
Find the meaning of…
Describe what happened after…
Who spoke to...?
Which is true or false...?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
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Understanding
The learner grasps the meaning of information by
interpreting and translating what has been learned.
 Interpreting
 Exemplifying
 Summarising
 Inferring
 Paraphrasing
 Classifying
 Comparing
 Explaining
Can you explain ideas or concepts?
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Understanding cont’
 Restate
 Identify
 Discuss
 Retell
 Research
 Annotate
 Translate
 Give examples of
 Paraphrase
 Reorganise
 Associate
• Describe
• Report
• Recognise
• Review
• Observe
• Outline
• Account for
• Interpret
• Give main
idea
• Estimate
• Define
Understanding
of given
information
Products include:
• Recitation
• Example
• Summary
• Quiz
• Collection
• List
• Explanation
• Label
• Show and tell
• Outline
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Classroom Roles for Understanding
Teacher roles
Student roles
 Demonstrates
 Explains
 Listens
 Describes
 Questions
 Outlines
 Compares
 Restates
 Contrasts
 Translates
 Examines
 Demonstrates
 Interprets
 Active participant
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Understanding:
Potential Activities and Products
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Cut out, or draw pictures to show a particular event.
Illustrate what you think the main idea may have been.
Make a cartoon strip showing the sequence of events.
Write and perform a play based on the story.
Retell the story in your own words.
Write a summary report of the event
Prepare a flow chart to illustrate the sequence of events.
Make a colouring book.
Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea
was.
Make a cartoon strip showing the sequence of events.
Write and perform a play based on the story.
Retell the story in your own words.
Write a summary report of the event
Prepare a flow chart to illustrate the sequence of events.
Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea
was.
Make a cartoon strip showing the sequence of events.
Write and perform a play based on the story.
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Questions for Understanding
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Can you write in your own words?
How would you explain…?
Can you write a brief outline...?
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Can you clarify…?
Can you illustrate…?
Does everyone act in the way that …….. does?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
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Applying
The learner makes use of information in a context
different from the one in which it was learned.
 Implementing
 Carrying out
 Using
 Executing
Can you use the information in another
familiar situation?
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 Translate
 Manipulate
 Exhibit
 Illustrate
 Calculate
 Interpret
 Make
 Practice
 Apply
 Operate
 Interview
Applying cont’
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Paint
Change
Using strategies,
concepts, principles
Compute
and theories in new
Sequence
situations
Show
Solve
Collect
Products include:
Demonstrate
Dramatise • Photograph
• Presentation
Construct
• Illustration
• Interview
Use
• Simulation
• Performance
Adapt
• Sculpture
• Diary
Draw
• Demonstration
• Journal
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Classroom Roles for Applying
Teacher roles
Student roles
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 Solves problems
 Demonstrates use of
Shows
Facilitates
Observes
Evaluates
Organises
Questions
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knowledge
Calculates
Compiles
Completes
Illustrates
Constructs
Active recipient
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Applying:
Potential Activities and Products
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Construct a model to demonstrate how it works
Make a diorama to illustrate an event
Make a scrapbook about the areas of study.
Make a papier-mache map / clay model to include
relevant information about an event.
Take a collection of photographs to demonstrate a
particular point.
Make up a puzzle or a game about the topic.
Write a textbook about this topic for others.
Dress a doll in national costume.
Make a clay model…
Paint a mural using the same materials.
Design a marketing strategy for your product using a
known strategy as a model.
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Questions for Applying
 Do you know of another instance where…?
 Can you group by characteristics such as…?
 Which factors would you change if…?
 What questions would you ask of…?
 From the information given, can you develop a set of
instructions about…?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
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Analysing
The learner breaks learned information into its parts to
best understand that information.
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Comparing
Organising
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating
Can you break information into parts to explore
understandings and relationships?
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Analysing cont’
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Distinguish
Question
Appraise
Experiment
Inspect
Examine
Probe
Separate
Inquire
Arrange
Investigate
Sift
Research
Calculate
Criticize
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Compare
Contrast
Survey
Detect
Group
Order
Sequence
Test
Debate
Analyse
Diagram
Relate
Dissect
Categorise
Discriminate
Breaking
information down
into its component
elements
Products include:
• Graph
• Survey
• Spreadsheet
• Database
• Checklist
• Mobile
• Chart
• Abstract
• Outline
• Report
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Classroom Roles for Analysing
Teacher roles
Student roles
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Probes
Guides
Observes
Evaluates
Acts as a resource
Questions
Organises
Dissects
Discusses
Uncovers
Argues
Debates
Thinks deeply
Tests
Examines
Questions
Calculates
Investigates
Inquires
Active participant
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Analysing:
Potential Activities and Products
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Design a questionnaire to gather information.
Write a commercial to sell a new product
Make a flow chart to show the critical stages.
Construct a graph to illustrate selected information.
Make a family tree showing relationships.
Devise a play about the study area.
Write a biography of a person studied.
Prepare a report about the area of study.
Conduct an investigation to produce information to
support a view.
 Review a work of art in terms of form, colour and texture.
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Question for Analysing
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Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Can you explain what must have happened when...?
What are some or the problems of...?
Can you distinguish between...?
What were some of the motives behind..?
What was the turning point?
What was the problem with...?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
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Evaluating
The learner makes decisions based on in-depth reflection,
criticism and assessment.
 Checking
 Hypothesising
 Critiquing
 Experimenting
 Judging
 Testing
 Detecting
 Monitoring
Can you justify a decision or course of action?
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Evaluating cont’
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Judge
Rate
Validate
Predict
Assess
Score
Revise
Infer
Determine
Prioritise
Tell why
Compare
Evaluate
Defend
Select
Measure
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Choose
Conclude
Deduce
Debate
Justify
Recommend
Discriminate
Appraise
Value
Probe
Argue
Decide
Criticise
Rank
Reject
Judging the value of
ideas, materials and
methods by developing
and applying standards
and criteria.
Products include:
• Debate
• Investigation
• Panel
• Verdict
• Report
• Conclusion
• Evaluation
•Persuasive
speech
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Classroom Roles for Evaluating
Teacher roles
Student roles
 Clarifies
 Accepts
 Guides
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Judges
Disputes
Compares
Critiques
Questions
Argues
Assesses
Decides
Selects
Justifies
Active participant
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Evaluating:
Potential Activities and Products
 Prepare a list of criteria to judge…
 Conduct a debate about an issue of special
interest.
 Make a booklet about five rules you see as
important. Convince others.
 Form a panel to discuss views.
 Write a letter to. ..advising on changes needed.
 Write a half-yearly report.
 Prepare a case to present your view about...
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Questions for Evaluating
 Is there a better solution to...?
 Judge the value of... What do you think about...?
 Can you defend your position about...?
 Do you think...is a good or bad thing?
 How would you have handled...?
 What changes to.. would you recommend?
 Do you believe...? How would you feel if. ..?
 How effective are. ..?
 What are the consequences..?
 What influence will....have on our lives?
 What are the pros and cons of....?
 Why is ....of value?
 What are the alternatives?
 Who will gain & who will loose?
(Pohl, Learning to Think, Thinking to Learn, p. 14) 42
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Creating
The learner creates new ideas and information using what has
been previously learned.
 Designing
 Constructing
 Planning
 Producing
 Inventing
 Devising
 Making
Can you generate new products, ideas, or ways of viewing
things?
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Creating cont’
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Compose
Assemble
Organise
Invent
Compile
Forecast
Devise
Propose
Construct
Plan
Prepare
Develop
Originate
Imagine
Generate
• Formulate
Putting together ideas
or elements to develop
a original idea or
engage in creative
thinking.
• Improve
• Act
• Predict
• Produce
• Blend
• Set up
• Devise
• Concoct
• Compile
Products include:
• Film
• Song
• Story
• Newspaper
• Project
• Media product
• Plan
• Advertisement
• New game
• Painting
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Classroom Roles for Creating
Teacher roles
Student roles
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 Designs
Facilitates
Extends
Reflects
Analyses
Evaluates
 Formulates
 Plans
 Takes risks
 Modifies
 Creates
 Proposes
 Active participant
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Creating:
Potential Activities and Products
 Invent a machine to do a specific task.
 Design a building to house your study.
 Create a new product. Give it a name and plan a marketing
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campaign.
Write about your feelings in relation to...
Write a TV show play, puppet show, role play, song or
pantomime about..
Design a record, book or magazine cover for...
Sell an idea
Devise a way to...
Make up a new language and use it in an example.
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Questions for Creating
 Can you design a...to...?
 Can you see a possible solution to...?
 If you had access to all resources, how would you deal
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with...?
Why don't you devise your own way to...?
What would happen if ...?
How many ways can you...?
Can you create new and unusual uses for...?
Can you develop a proposal which would...?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
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Sample Unit : Space
Remembering
Cut out “space” pictures from a magazine. Make a display or a
collage. List space words (Alphabet Key). List the names of the
planets in our universe. List all the things an astronaut would
need for a space journey.
Understanding
Make your desk into a spaceship, Make an astronaut for a
puppet play. Use it to tell what an astronaut does. Make a
model of the planets.
Applying
Keep a diary of your space adventure (5 days). What sort of
instruments would you need to make space music? Make a list
of questions you would like to ask an astronaut.
Analysing
Make an application form for a person applying for the job of an
astronaut. Compare Galileo’s telescope to a modern telescope.
Distinguish between the Russian and American space
programs.
Evaluating
Compare the benefits of living on Earth and the moon. You can
take three people with you to the moon. Choose and give
reasons. Choose a planet you would like to live on- explain why.
Creating
Write a newspaper report for the following headline: “Spaceship
out of control”. Design a space suit. Create a game called
“Space Snap”. Prepare a menu for your spaceship crew.
Design an advertising program for trips to the moon.
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Sample Unit : Travel
Remembering
How many ways can you travel from one place to another? List
and draw all the ways you know. Describe one of the vehicles
from your list, draw a diagram and label the parts. Collect
“transport” pictures from magazines- make a poster with info.
Understanding
How do you get from school to home? Explain the method of
travel and draw a map. Write a play about a form of modern
transport. Explain how you felt the first time you rode a bicycle.
Make your desk into a form of transport.
Applying
Explain why some vehicles are large and others small. Write a
story about the uses of both. Read a story about “The Little Red
Engine” and make up a play about it. Survey 10 other children
to see what bikes they ride. Display on a chart or graph.
Analysing
Make a jigsaw puzzle of children using bikes safely. What
problems are there with modern forms of transport and their
uses- write a report. Compare boats to planes.
Evaluating
What changes would you recommend to road rules to prevent
traffic accidents? Debate whether we should be able to buy fuel
at a cheaper rate. Rate transport from slow to fast etc..
Creating
Invent a vehicle. Draw or construct it after careful planning.
What sort of transport will there be in twenty years time?
Discuss, write about it and report to the class. Write a song
about traveling in different forms of transport.
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SOLO TAXONOMY
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The SOLO Taxonomy
Structure of the Observed Learning Outcome
(Biggs & Collis, 1982)
Prestructural
Unistructural
Multistructural
Relational
Extended Abstract
Biggs, J. B. & Collis, K.F. (1982). Evaluating the quality of learning: the
SOLO taxonomy. New York: Academic Press
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Levels of thinking
As we know, not all thinking or knowing is the same.
Yet 80% or more of all questions teachers ask (spoken or
written) can be answered with lower-order thinking skills:
 by recall or remembering
 by knowledge
 by simple handling of a restricted set of ideas, data,
knowledge
If we can develop students’ higher-order thinking skills this
will enhance their metacognitive abilities and hence their
learning.
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Why use SOLO?
 SOLO is a true hierarchic taxonomy – increasing in
quantity and quality of thought
 SOLO is a powerful tool in differentiating curriculum
and providing cognitive challenge for learners
 SOLO allows teachers and learners to ask deeper
questions without creating new ones
 SOLO is a powerful metacognitive tool
 All asTTle tests have been developed with a minimum
of 25% surface and 25% deep questions – the balance
can be anything…
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What is SOLO?
SOLO stands for Structure of the Observed Learning
Outcomes and was developed by John Biggs and Kevin
Collis.
In simple terms, the taxonomy presents a systematic way to
describe how learner performance grows in complexity when
mastering tasks (in an educational setting). It defines levels of
increasing complexity in a learners understanding of an idea.
Learners may not exhibit all stages. Biggs describes it as “a
framework for understanding understanding.”
It seeks to provide a way to identify connections that learners
make, with each level adding more.
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The stages of SOLO
• Prestructural – the student acquires bits of unconnected
information that have no organisation and make no sense. This is
not a stage that we want to foster through questioning so we will not
pursue it further
• Unistructural – students make simple and obvious connections
between pieces of information
• Multistructural – a number of connections are made, but not the
meta-connections between them
• Relational – the students sees the significance of how the various
pieces of information relate to one another
• Extended abstract – at this level students can make connections
beyond the scope of the problem or question, to generalise or
transfer learning into a new situation
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Surface and deep thinking
Unistructural and multistructural questions test students’
surface thinking (lower-order thinking skills)
Relational and extended abstract questions test deep
thinking (higher-order thinking skills)
Use of SOLO allows us to balance the cognitive demand of
the questions we ask and to scaffold students into deeper
thinking and metacognition
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The SOLO Taxonomy
. Prestructural
The task is engaged, but the work is irrelevant to the
objectives to be achieved
. Unistructural
Focuses on one or a few points; items unoriginal,
say essentially the same thing
. Multistructural
Covers several points; collection of a varied but
isolated items; no particular thrust
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The SOLO Taxonomy
. Relational
The points are inter-related; portfolio presents
a coherent view of the student’s learning
. Extended Abstract
The case is embedded in a higher level
theory; generalization made to a new domain;
evidence of reflection, application, creativity
and originality
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SOLO TAXONOMY
(after Biggs and Collis 1982)
WHICH ARE YOU?
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SOLO TAXONOMY
(after Biggs and Collis 1982)
Define
Identify
Do simple
procedure
Prestructural Unistructural
Define
Describe
List
Do algorithm
Combine
Multistructural
Compare/contrast Evaluate
Explain causes
Theorise
Sequence
Generalise
Classify
Predict
Analyse
Create
Part/whole
Imagine
Relate
Hypothesise
Analogy
Reflect
Apply
Formulate questions
Relational
Extended abstract
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SOLO TAXONOMY
(after Biggs and Collis 1982)
Visual
image of
the type
of
Thinking
Define
Identify
Do simple
procedure
Describing
words for
each type of
Thinking
Define
Describe
List
Do algorithm
Combine
Compare/contrast
Explain causes
Sequence
Classify
Analyse
Part/whole
Relate
Analogy
Apply
Formulate questions
Evaluate
Theorise
Generalise
Predict
Create
Imagine
Hypothesise
Reflect
Type of
Thinking
Prestructural Unistructural
Multistructural
Relational
Extended abstract
63
What does it mean?
Really there’s not much there.
For example:
What do
you know
about
Hardy?
Err…..
What??
Prestructural
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What does it mean?
Define
Identify
Do simple
procedure
Unistructural
There’s one idea there.
For example:
What do
you know
about
Hardy
Err…..
He’s an
author?
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What does it mean?
Define
Describe
List
Do algorithm
Combine
There are a number of ideas.
For example:
Multistructural
What do
you know
about
Hardy?
He wrote
books.. And
poems.. He
wrote Tess of
the
D’Urbervilles..
He’s dead?
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Compare/contrast
Explain causes
Sequence
Classify
Analyse
Part/whole
Relate
Analogy
Apply
Formulate questions
What does it mean?
There are a number of ideas and links are be
made between these ideas
For example:
What do
you know
about
Hardy?
Relational
He wrote the Emma poems
after the death of his wife,
although they had not had a
happy marriage. She had
opposed his later novels which
caused him to write more
poetry in which he explores
love and missed opportunities.
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Evaluate
Theorise
Generalise
Predict
Create
Imagine
Hypothesise
Reflect
What does it mean?
There is a range of ideas which are linked together
plus some knew or extended thinking is added.
For example:
Extended abstract
The Emma poems could be
said to follow the psychology
of grief, suggesting the Hardy
What do
really did love Emma.
Certainly, his inability to name
you know
her in the poems and his
about
reliance on euphemisms for
Hardy?
death suggest that he
struggled...
...to come to terms
with her death. It is
not unusual for artists
to respond to grief or
struggle with some of
their strongest work.
An example form a
different field is
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Shostakovich...
QUANTITAVE
Pre - Structural
the point hasn’t been understood
the task has not been worked on in an appropriate way
a too simple way of going about something has been used
bits without any organisation or sense
irrelevant information
no meaningful response
may appear to be learning, but just ‘chanting’
no understanding
misses the point
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QUANTITAVE
Uni - Structural
one aspect of a task is picked up and used
maybe a simple, obvious connection but no significance attached
only focuses on one relevant aspect
terms may be used but are not developed further in any way
focuses on one issue in a complex case
identify, memorise, carry out a simple procedure
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QUANTITAVE
Multi - Structural
several aspects of a tasked picked up and used, but not linked
aspects of a task are treated independently and additively
aspects like a disorganised list with no relationships recognised
a number of statements that are not built on in any way
if there are connections they are very simple
the significance of statements as a whole is not grasped
‘knowledge telling,’ ‘cut and paste’
described by Biggs as “seeing the trees but not the wood”
enumerate, classify, describe, list, combine, do algorithms
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QUALITATIVE
Relational
integration of ideas/aspects of the task into a coherent whole
this is usually seen to be an adequate understanding of a topic
significance of the parts in relation to the whole is recognised
several parts are integrated into a coherent whole
details link to conclusions
meaning is understood
able to apply a concept to a familiar situation
compare/contrast, explain causes, analyse, relate, apply
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QUALITATIVE
Extended Abstract
connections are made not only within a topic, but beyond it
there is transfer from the specific to the general
generalisations are made beyond the information given
new and broader issues are identified
the ‘through the roof’ notion of the Three Story Intellect model
the Relational level at a higher level of abstraction
theorise, generalise, hypothesise, reflect, generate
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SUMMARY OF SOLO
Description
Level of thinking & learning
I am not sure about…
Prestructural
I have one idea about…
Unistructural
I have several ideas about…
Multistructural
I have several ideas about…I can link Relational
them to the big picture…
Extended Abstract
I have several ideas about…. I can
link them to the big picture and
look at these ideas in a new and
different way.
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TUTORIAL
Compare and contrast Bloom’s taxonomy
and SOLO taxonomy.
 2. Examine a few test items and categorise
them according to Bloom’s taxonomy.
 3. Discuss the elements of each item.
 1.
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REFERENCES
 schools.marshallisd.com/users/0004/BLOOMS%20T




AXONOMY.pptx
www.cesa7.org/.../CAI.../BloomsRevisedTaxonomy
-InaNutshell.ppt
www.pc.maricopa.edu/ctlt/pedagogy/lb/bestpractice/
bloomspres.ppt
agsc.tamu.edu/.../PPT.../TAXONOMY%20OF%20ED
UCATIONAL%20...
https://www.york.cuny.edu/.../blooms-taxonomypower-point.../view
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REFERENCES
 Hattie, J.A.C., & Brown, G.T.L. (2004, September). Cognitive
processes in asTTle: The SOLO taxonomy. asTTle Technical Report
#43, University of Auckland/Ministry of Education.
Available at http://www.tki.org.nz/r/asttle/pdf/technicalreports/techreport43.pdf
 Biggs, J.B. (1999). Teaching for Quality Learning at University.
Buckingham: SRHE/Open University Press.
 Biggs, J.B., & Collis, K.F. (1982). Evaluating the Quality of Learning:
the SOLO taxonomy New York: Academic Press.
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