1. BLOOMSTAXONOMYA B R I E F I N T R O D U C T I O NT O T H E O R I G I N A L A N DR E V I S E D T A X O N O M I E S

2. WHAT IS BLOOMSTAXONOMY? A classification system for levels ofbehavior that are important in learning Knowledge is acquired at certain definablelevels The taxonomy is cumulative andhierarchical Levels build on top of each other Each level contains all behaviors fromprevious levels Simple recall of facts at the lowest level Mastery of a level required before moving upto the next higher one Students continue moving up levels to thehighest one (Evaluation in original, Create in 3. H O W D I D I TH A P P E N ?Benjamin Bloom headed a committee ofeducational psychologists that devised theclassification system in 1956.The committee was formed out of a meetingof the American Psychological Association(APA).The group came up with three major areas ofeducational activities:- Cognitive: mental skills (Knowledge)- Psychomotor: manual or physical skills (Skills)- Affective: growth in feelings or emotional areas (Attitude)The committee focused on the cognitivedomain and developed six levels within it. 4. W H A T I S I TF O R ?Writing educational objectivesDevelopment of most testing formatsIdentifying critical thinking in studentsTaxonomy does not explicitlydefine critical thinkingSix knowledge levels constitutecritical thinkingLevels clarify what critical thinkingand understanding mean 5. BLOOMS ORIGINAL SIXLEVELS 6. BLOOMS ORIGINAL SIXLEVELSRETRIEVING, RECOGNIZING, AND RECALLINGRELEVANT KNOWLEDGE FROM LONG-TERMQUOTE READNAMESEQUENCE STATE MEMORYIDENTIFYTELLWRITEAFRRIANNGDELABECOUNDTRAWLDEFINEDESCRIBLISTE DUPLICATELOCATMATCH EMEMORIZEORDEROUTLINEPOINTRECALLRECITERECOGNIZEREPRODUCERETRIEVE SELECT 7. BLOOMS ORIGINAL SIXLEVELSRETRIEVING, RECOGNIZING, AND RECALLINGRELEVANT KNOWLEDGE FROM LONG-TERMQUOTE READNAMESEQUENCE STATE MEMORYIDENTIFYTELLWRITEAFRRIANNGDELABECOUNDTRAWLDEFINEDESCRIBLISTE DUPLICATELOCATMATCH EMEMORIZEORDEROUTLINEPOINTRECALLRECITERECOGNIZEREPRODUCERETRIEVE SELECT 8. BLOOMS ORIGINAL SIXLEVELSCONSTRUCTING MEANING FROM ORAL, WRITTEN, ANDGRAPHIC MESSAGES THROUGH INTERPRETING,EXEMPLIFYING, SUMMARIZING, CLASSIFYING, INFERRING,COMPARING, AND EXPLAINING ASSOCIATECLASSIFYCOMPARECOMPUTECONCLUDEREQUIRES KNOWLEDGECONTRASCONVER TTDEFENDDEMONSTRATEDIFFERENTIATEDISCUSDISTINGUI ESTIMAEXPLAIEXPRESSSHTENSEXTENDEXTRAPOLGENERALI ATEZEGIVEEXAMPLESIDENTIFYILLUSTRATEINDICATEINFERINTERPRETLOCATEPARAPHRASEPREDICTRECOGNIZEREPORRESTA TTEREVIEWSUMMARIZE 9. BLOOMS ORIGINAL SIXLEVELSUSING KNOWLEDGE TO EXECUTE A PROCEDUREUSETRANSLATESHOW SKETCREQUIRES KNOWLEDGE &COMPREHENSIONADDAPPLYCALCULATECHANGECHOOSECLASSIFYCOMPLETECOMPUTEDEMONSTRATEDETERMINEDEVELOPDISCOVERDIVIDEDRAMATIZEEMPLOYEXAMINEFORMULATEGRAPHINTERVIEWMANIPULATEMODIFYMULTIPLYOPERATEORGANIZEPERFORMPRACTICEPREPAREPRODUCE RELATEROLE-PLAYSCHEDULESELECT SHOPHSOLVESUBTRACTTRANSFER 10. BLOOMS ORIGINAL SIXLEVELSBREAKING MATERIAL INTO CONSTITUENT PARTS, ANDbreaking material into constituent parts, and determining how the parts relate to one anotherand to an overall structure or purpose through differentiating, organizing, and attributingDETERMINING HOW THE PARTS RELATE TO ONE ANOTHER ANDTO AN OVERALL STRUCTURE OR PURPOSE THROUGHDIFFERENTIATING, ORGANIZING, AND ATTRIBUTINGANALYZEDEBATEDIAGRAMCHARACTERIZE CRITICISUBDIVIDE SEPARATEEXPERIMENTINSPECTINVENTORYBREAK DOWN QUESTIONAPPRAISEDISCRIMINATEDEDUCEUTILIZEOUTLINERESEARCHREQUIRES KNOWLEDGE,APPRAISEZECOMPREHENSION & APPLICATION 11. BLOOMS ORIGINAL SIXLEVELSMAKING JUDGMENTS BASED ON CRITERIA ANDSTANDARDSR E Q U I R E S K N O W L E D G E , C O M P R E H E N S I O N ,A P P L I C A T I O N & A N A L Y S I SARGUEASSESSATTACKCOMPOSECONSTRUCTCREATECRITIQUEDESIGNDEVELOPEVALUATEINTEGRATEINVENTJUDGEMAKE MEASUREORGANIZEPERFORMPLANPRODUCEPROPOSE RANKRATEREVISEREWRITESCORESUPPORTTEST VALUEWEIGH 12. BLOOMS ORIGINAL SIXLEVELSPUTTING ELEMENTS TOGETHER TO FORM A COHERENT ORFUNCTIONAL WHOLE; REORGANIZING ELEMENTS INTO A NEW PATTERNOR STRUCTURE THROUGH GENERATING, PLANNING, OR PRODUCINGARRANGEASSEMBLCEATEGORIZECOLLECTOMBINECOMPILEDERIVEDEVISEINTEGRATEMANAGEMODIFYPRESCRIBEPRIORITIZEPROVERELATETSYNTHESIZETRANSFORM TRESTATE TSET UP TSPECIFY TRECONSTRUCTTREORGANIZE TR E Q U I R E S K N O W L E D G E , C O M P R E H E N S I O N ,A P P L I C A T I O N . A N A L Y S I S & S Y N T H E S I S 13. C R I T I C I S M S O F T H ET A X O N O M Y Hierarchical structure over-simplifieslearning behaviors- Hierarchy can misstate an objectivescomplexity Objectives from lower levels can be morecomplex than those in higher levels Sequential nature does not reflect actualcognitive processes 14. C R I T I C I S M S O F T H ET A X O N O M Y ( c o n t . ) Does not consider all knowledgemodalities Students expected to think criticallywithout adequate factual knowledge Cumulative nature of levels doesnt suitall learning tasks- Mastery of skills in a higher level can occur prior to mastery of skillsfrom the levelsbeneath it Behaviorism basis for the taxonomy- Behaviorism pedagogy now largely rejected- Taxonomy should reflect more learner-centric pedagogies- Cognitivism- Constructivism 15. R E V I S I N G T H ET A X O N O M Y1 9 9 5Responding to criticisms, Lorin W. Anderson (aformer student of Blooms) met with aconsortium of educational experts in 1995 inorder to revise the taxonomy.Over the next six years, the consortium metannually to make recommendations and reportfindings.In 2001, the group released Blooms RevisedTaxonomy, with significant differences from theoriginal taxonomy. 16. T H E R E V I S E DT A X O N O M Y2 0 0 1 Some hierarchical aspects removed Less complex levels not prerequisite tomore complex levels Structural changes:- Levels nouns changed to verbs- Reflects active process of learning- Top two levels transposed- Three levels renamed 17. T H E R E V I S E DT A X O N O M Y2 0 0 1 ( c o n t . ) Move from one-dimensional taxonomy totwo dimensional structure Knowledge dimension added to Cognitiveprocess dimension- Meant to better represent duality oflearning- Taxonomy set up in a 4 x 6 matrix- Knowledge dimension on horizontalaxis- Cognitive processes dimension onvertical axis 18. T H E R E V I S E DT A X O N O M Y 19. T H E R E V I S E DT A X O N O M Y 20. T H E R E V I S E DT A X O N O M Y 21. T H E R E V I S E DT A X O N O M Y 22. T H E R E V I S E DT A X O N O M Y 23. T H E R E V I S E DT A X O N O M Y 24. T H E T A X O N O M YThe Cognitive Process DimensionTheKnowledgeDimension1Remember2Understand3Apply4Analyze5Evaluate6CreateA.FactualKnowledgeB.ConceptualKnowledgeC.ProceduralKnowledgeD.Meta-CognitiveKnowledgeM A T R I X 25. T H E T A X O N O M YThe Cognitive Process DimensionTheKnowledgeDimension1Remember2Understand3Apply4Analyze5Evaluate6CreateA.FactualKnowledgeB.ConceptualKnowledgeC.ProceduralKnowledgeD.Meta-CognitiveKnowledgeM A T R I X 26. T A X O N O M Y T O O LA useful tool for helping to create lessons was developed by the VirginiaCommonwealth University Medical School to help choose outcome verbsand match instructional to assessment questions for each level of thetaxonomy. Go here to try it out. 27. R E F E R E N C E SAviles, C.B. (1999). Understanding and testing for "critical thinking" with Bloom's Taxonomyof educational objectives. Paper presented at the Annual Meeting of the Councilon Social Work Education (45th, San Francisco, CA, March 10-13, 1999. Retrievedfrom http://files.eric.ed.gov/fulltext/ED446025.pdfBloom, B., S. (1956). Taxonomy of educational objectives: Cognitive domain. NY: Longman.Chan, C.V., Matthews, L.A. & Kaufman, D.R. (2009). A taxonomy characterizing complexity ofconsumer ehealth literacy. AMIA Annual Symposiums Proceedings, 2009, 86-90.Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2815448/Tigerskins Unreleased Ambient & Electronika Nuggets Mixtape 1994-96. [Audio recording].Retrieved from Tigerskins Unreleased Ambient & Electronika Nuggets Mixtape 1994-96Van Der Volgen, J. (2014, April 9). Blooms taxonomy tool [Blog post]. National Network ofLibraries of Medicine. Retrieved from http://nnlm.gov/ntc/2014/04/09/blooms-taxonomy-tool/Wiggins, G., McTighe, J. (1998). Understanding by design. Alexandria, VA:Association forSupervision and Curriculum Development.