Blooms Taxonomy Higher Order Skills Blooms Original Taxonomy

Bloom’s Taxonomy Higher Order Skills Bloom's Original Taxonomy Anderson's Revised Taxonomy Knowledge Remembering Comprehension Understanding Application Applying Analysis Analysing Synthesis Evaluating Evaluation Creating

Original Terms New Terms • Evaluation • Creating • Synthesis • Evaluating • Analysis • Analysing • Application • Applying • Comprehension • Understanding • Knowledge • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, P 8)

Changes in Terminology The names of 6 major categories were changed from noun to verb forms. The reason for this is that the Taxonomy reflects different forms of thinking and thinking is an active process. Verbs describe actions, not nouns, hence the change. The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead. Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.

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, hypothesizing, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding

Remembering The learner is able to recall, restate and remember learned information. The Learner can * Recognise * List * Describe * Identify * Retrieve * Name * Locate * Find Can you recall information?

• • • • • Remembering List Memorise Relate Show Locate Distinguish Give example Reproduce Quote Repeat Label Recall Know Group Read Write Outline Verbs • Listen • Group • Choose • Recite • Review • Quote • Record • Match • Select • Underline • Cite • Sort Assess by: • Quiz • List • Definition • Label • Fact • Workbook • Worksheet • Reproduction • Test • Vocabulary

Classroom Roles for Remembering Teacher role in assessing Learner role in assessments • • • • Directs Tells Shows Examines Questions Evaluates Responds Remembers Recognises Memorises Defines Describes Retells

Remember – Examples Remember Recognising Locating knowledge in memory that is consistent with presented material. Synonyms: Identifying Recalling Retrieving relevant knowledge from long term memory. Synonyms: Retrieving Naming Questions 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. . . ? Identify who…. Name all the…. . Tasks 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 remember. Make a chart showing… Make an acrostic. Recite a poem.

Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. The learner can * Interpret * Exemplify * Summarise * Infer * Paraphrase * Classify * Compare * Explain Can you explain ideas or concepts?

Understanding • Restate • • Discuss • Retell • • Research • Annotate • Translate • Give examples of • • Paraphrase • • Identify • • Verbs • Reorganise • Associate Describe Report Recognise Review Observe Outline Account for Interpret Give main idea Estimate Define Assess by: • Recitation • Example • Summary • Quiz • Collection • List • Explanation • Label • Show and tell • Outline

Classroom Roles for Understanding Teacher role in assessing Learner role in assessments • • • • Demonstrates Listens Questions Compares Contrasts Examines Explains Describes Outlines Restates Translates Demonstrates Interprets

Understand - Examples Interpreting Changing from one form of representation to another Synonyms: Paraphrasing…Translating, . . Representing, …Clarifying. . . Exemplifying Finding a specific example or illustration of a concept or principle Synonyms: Instantiating… Illustrating. . . Classifying Determining that something belongs to a category (eg concept or principle). Synonyms: Categorizing. . . Subsuming. . . Summarizing Drawing a logical conclusion from presented information. Synonyms: Abstracting…. . Generalizing. . . Inferring Abstracting a general theme or major point Synonyms: Extrapolating… Interpolating. . Predicting… Concluding…. Comparing Detecting correspondences between two ideas, objects, etc Synonyms: Contrasting… Matching. . . Mapping. . . Explaining Constructing a cause-and-effect model of a system. Synonyms: Constructing models. . . Questions 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. . . ? Clarify why…. Illustrate the ……… Does everyone act in the way that ……. . does? Draw a story map. Explain why a character acted in the way that they did. Possible. Tasks Write in your own words… Draw pictures to illustrate a particular event in the story. Report to the class… Illustrate what you think the main idea may have been. Make a cartoon strip showing the sequence of events in the story. Write and perform a play based on the story. Write a brief outline to explain this story to someone else Explain why the character solved the problem in this particular way Write a summary report of the event. Prepare a flow chart to illustrate the sequence of events. . Paraphrase this chapter in the book. Retell in your own words. Outline the main points.

Applying The learner makes use of information in a context different from the one in which it was Learned. The Learner can * * Implement Carry out Use Execute Can you use the information in another familiar situation?

• Translate • Manipulate • Exhibit • Illustrate • Calculate • Interpret • Make • Practice • Apply • Operate • Interview Applying Verbs • Change • Compute • Sequence • Paint • Show • Solve • Collect • Demonstrate • Dramatise • Construct • Use • Adapt • Draw Assess by: • Photograph • Illustration • Simulation • Sculpture • Demonstration • Presentation • Interview • Performance • Diary • Journal

Classroom Roles for Applying Teacher role in assessing Learner role in assessment • • Solves problems • Demonstrates use of knowledge • Calculates • Compiles • Completes • Illustrates • Constructs Shows Facilitates Observes Evaluates Organizes Questions

Apply - Examples Apply Executing Applying knowledge (often procedural) to a routine task. Synonyms: Carrying out… Implementing Applying knowledge (often procedural) to a non-routine task. Synonyms: Using… Questions 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. . . ? Clarify why…. Illustrate the ……… Does everyone act in the way that ……. . does? Draw a story map. Explain why a character acted in the way that they did. Tasks Construct a model to demonstrate how it works Make a diorama to illustrate an event Make a scrapbook about the area of study. Make a papier-mâché map /clay model to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game about the Topic. Write a textbook about this topic for others. Write a diary entry Prepare invitations for a character’s birthday party. Dress a doll in national costume. Make a topographic map. Continue the story.

Analysing The learner breaks learned information into its parts to best understand that information. The learner can * * * * Compare Organise Deconstruct Attribute Outline Find Structure Integrate Can you break information into parts to explore Understandings and relationships?

Analysing • • • • Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticise Verbs • Compare • Contrast • Survey • Detect • Group • Order • Sequence • Test • Debate • Analyse • Diagram • Relate • Dissect • Categorise • Discriminate Assess by: • Graph • Survey • Spreadsheet • Database • Checklist • Mobile • Chart • Abstract • Outline • Report

Classroom Roles for Analysing Teacher role in assessing Learner role in assessments • • • • • Probes Guides Observes Evaluates Acts as a resource Questions Organises Dissects Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires

Analyse - Examples Analyse Questions 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? Organising Can you explain what must Determining how elements fit have happened when. . . ? or function within a structure. What are some or the Synonyms: problems of. . . ? Outlining, Structuring, Integrating, Finding coherence Can you distinguish between. . . ? What were some of the Attributing Determining the point of view, motives behind. . ? bias, values, or intent What was the turning underlying presented material. point? Synonyms: What was the problem Deconstructing with. . . ? Differentiating Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material. Synonyms: Discriminating, Selecting, Focusing, Distinguishing, Tasks Design a questionnaire to gather information. Write a commercial to sell a new product Make 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. Survey classmates to find out what they think about a particular topic. Analyse the results.

Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. The Learner can * Check * Hypothesise * Critique * Experiment * Judge * Test * Detect * Monitor Can you justify a decision or course of action?

• • • • Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritise Tell why Compare Evaluate Defend Select Measure Evaluating Verbs • Choose • Conclude • Deduce • Debate • Justify • Recommend • Discriminate • Appraise • Value • Probe • Argue • Decide • Criticise • Rank • Reject Assess by: • Debate • Investigation • Panel • Verdict • Report • Conclusion • Evaluation • Persuasive speech

Classroom Roles for Evaluating Teacher role in assessing Learner role in assessments • Clarifies • Accepts • Guides • • • Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies

Evaluate - Examples Evaluate Checking Detecting inconsistencies or fallacies within a process or product. Determining whether a process or product has internal consistency. Synonyms: Testing, Detecting, Monitoring Questions 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. . . ? Critiquing What changes to. . would Detecting the you recommend? appropriateness of a Do you believe. . . ? procedure for a given task How would you feel if. . . ? or problem. How effective are. . . ? Synonyms: Judging Tasks 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 advising on changes needed. Write a half-year report. Prepare a case to present your view about. . . Prepare a list of criteria to judge… Make a booklet about five rules you see as important. Convince others. Evaluate the character’s actions in the story

Creating The learner creates new ideas and information using what has been previously learned. The Learner can * Design * Construct * Plan * Produce * Invent * Devise * Make Can you generate new products, ideas, or ways of viewing things?

• • • • Compose Assemble Organise Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate Imagine Generate Creating Verbs • Formulate • Improve • Act Assess by: • Predict • Film • Produce • Song • Story • Blend • Newspaper • Project • Media product • Plan • Advertisement • Set up • Devise • Concoct • Compile • New game • Painting

Classroom Roles for Creating Teacher role in assessing Learner role in assessment • • • • Facilitates Extends Reflects Analyzes Evaluates Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant

Create - Examples Create Generating Coming up with alternatives or hypotheses based on criteria Synonyms: Hypothesising Planning Devising a procedure for accomplishing some task. producing Synonyms: Designing Producing Inventing a product. Synonyms: Constructing Questions Can you design a. . . to. . . ? Can you see a possible solution to. . . ? If you had access to all resources, how would you deal 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. . . ? Tasks 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 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 Design a robot to do your homework Make up a new language and use it in an example Write a jingle to advertise a new product.