Why revised blooms taxonomy

Monday - Friday. Loading Comments Email Required Name Required Website. Print Version. Put elements together to form a coherent whole; reorganize into a new pattern or structure. New York: Longman. Overview The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories rather than the nouns of the original taxonomy.

A statement of a learning objective contains a verb an action and an object usually a noun. The verb generally refers to [actions associated with] the intended cognitive process.

The object generally describes the knowledge students are expected to acquire or construct. Anderson and Krathwohl, , pp. Table 2. The Knowledge Dimension. Factual knowledge of terminology knowledge of specific details and elements. Conceptual knowledge of classifications and categories knowledge of principles and generalizations knowledge of theories, models, and structures.

Procedural knowledge of subject-specific skills and algorithms knowledge of subject-specific techniques and methods knowledge of criteria for determining when to use appropriate procedures. Metacognitive strategic knowledge knowledge about cognitive tasks, including appropriate contextual and conditional knowledge self-knowledge. Bloom's Revised Taxonomy Model. Factual The basic elements a student must know to be acquainted with a discipline or solve problems in it.

Conceptual The interrelationships among the basic elements within a larger structure that enable them to function together. Search Colorado College. Apply Visit. What is It and Why Do It? Assessment vs. Evaluation Answers to Common Questions. Using Bloom's Revised Taxonomy in Assessment These levels can be helpful in developing learning outcomes because certain verbs are particularly appropriate at each level and not appropriate at other levels though some verbs are useful at multiple levels.

Remember Definition: retrieve, recall, or recognize relevant knowledge from long-term memory e. Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

This is essentially demonstrating understanding of information by explaining ideas or concepts. Carrying out or using a procedure through executing, or implementing.

Basically, this is using the information in another familiar situation. Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. Making judgments based on criteria and standards through checking and critiquing.

This includes justifying a decision or course of action. Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. This includes generating new ideas, products, or ways of viewing things. Can the learner recall or remember the information?

Can the learner use the information in a new way? Can the learner differentiate between the various parts or components or the whole?

Can the learner justify a position or decision?