Bloom’s Revised Taxonomy – IDA Archaeological activities
Actions
Higher-order thinking
Creating
(Putting together ideas
or elements to develop
an original idea or
engage in creative
thinking).
Evaluating
(Judging the value of
ideas, materials and
methods by developing
and applying standards
and criteria).
Analysing
(Breaking information
down into its component
elements).
Applying
Lower-order thinking
(Using strategies,
concepts, principles and
theories in new
situations).
Understanding
(Understanding of given
information).
Remembering
(Recall or recognition of
specific information).
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Comparing
Organising
Deconstructing
Attributing
Outlining
Structuring
Integrating
Implementing
Carrying out
Using
Executing
Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Products
Pre-excavation research phase
Film
Story
Project
Plan
New game
Song
Media product
Advertisement
Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive
speech
Survey
Database
Mobile
Abstract
Report
Graph
Spreadsheet
Checklist
Chart
Outline
Illustration
Simulation
Sculpture
Demonstration
Presentation
Interview
Performance
Diary
Journal
Recitation
Summary
Collection
Explanation
Show and tell
Example
List
Label
Outline
Quiz
Definition
Fact
Worksheet
Test
Label
List
Workbook
Excavation phase
Post-excavation analysis and publication
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Students produce a site report or
other publication or creative
presentation which outlines the
material excavated and their
interpretation of the site.
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Students suggest avenues for
future archaeological research.
Students present an oral
evaluation to their peers of the
artefacts they analysed and
recorded.
Students hypothesise and debate
site interpretation with their peers.
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Students identify specialist
archaeological equipment and
demonstrate its correct use.
Students demonstrate careful
excavation technique.

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Students read and interpret
sources provided as
background for participation.
Students describe the
archaeological process and
some of the work processes
of archaeologists.

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Students recognise and
interpret stratigraphy.
Students clean, sort, label and
bag artefact types, and clean
excavation equipment.
Students describe and record
excavation context.
Students describe and record
features and structures.
Students plan and photograph
artefacts in-situ.
Students identify, label and bag
artefacts.

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Students analyse an artefact type
for its key characteristics.
Students create a database
recording key characteristics of
their artefact type (eg. beads).
Students compare their artefact
type to artefacts found at other
sites using published
archaeological material.
Students produce sketch
drawings of select examples of
their artefact type using
specialised drawing equipment,
following archaeological drafting
guidelines.
Students record select examples
of their artefacts type using
specialist photographic
equipment.
Students use word processing
programs to summarise
excavation.
Students interpret technical
and/or scientific reports
discussing their artefact type.