Dillon School District Two

Revised Bloom’s Taxonomy

Revised Bloom’s Taxonomy 

The revised taxonomy is two-dimensional, identifying both the kind of knowledge to be learned (knowledge dimension) and the kind of learning expected from students (cognitive processes) to help teachers and administrators improve alignment and rigor in the classroom. This taxonomy will assist educators to improve instruction, to ensure that their lessons and assessments are aligned with one another and with the state academic standards, that their lessons are cognitively rich, and that instructional opportunities are not missed.

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

The Original “Bloom’s TaxonomyThe Original “Bloom’s TaxonomyThe Original Bloom’s Taxonomy

Bloom Revised BloomBloom Revised Bloom

• Remember

• Apply

• Understand

• Analyze

• Evaluate

• Create• Evaluation

• Analysis

• Synthesis

• Application

• Comprehension

• Knowledge

IN COMBINATION THE SIX REVISED CATEGORIES ARE

TERMED “COGNITIVE PROCESS” CATEGORIES AND THEY EXIST

ALONG THE COGNITIVE PROCESS DIMENSION.

Q: What happened to Q: What happened to knowledge?knowledge?

A: It became a separate dimension –

The Knowledge Dimension

THE TAXONOMY TABLETHE TAXONOMY TABLE

COGNITIVE PROCESS DIMENSIONK

NO

WL

ED

GE

DIM

EN

SIO

N

RememberRemember

• retrieve relevant knowledge from long term memory

– Recognizing– Recalling

Can you recall the name of a particular object?

UnderstandUnderstand• Construct meaning from instructional

messages, including oral, written and graphic communication.

– Interpreting– Exemplifying– Classifying– Summarizing– Inferring– Comparing– Explaining

Can you represent verbal information visually (interpreting)?

ApplyApply

•  Carry out or use a procedure in a given situation.

– Executing

– Implementing

Can you use information in another

situation?

AnalyzeAnalyze• Break material into its constituent parts

and determine how the parts relate to one another and to an overall structure or purpose.– Differentiating– Organizing– Attributing

Can you break information into parts to explore relationships?

EvaluateEvaluate

• make judgments based on criteria and standards

– Checking

– Critiquing

Can you make & justify a decision or course of action?

CreateCreate• Put elements together to form a

coherent or functional whole; reorganize elements into a new pattern or structure

– Generating

– Planning

– Producing

Can you generate new products, ideas, or ways

of viewing things?

• Factual Knowledge• Conceptual Knowledge• Procedural Knowledge • Metacognitive Knowledge

HOT ARTICHOKE DIP (Serves 10 to 14)

2 14-oz cans artichoke hearts

16 oz. mayonnaise

1 c. grated Parmesan cheese

Garlic salt (optional)

====================================

1. Drain artichoke hearts.

2. Mash artichokes with fork.

3. Mix with mayonnaise, cheese, and garlic salt.

4. Bake at 350 degrees for 15 minutes or until cheese is melted.

5. Serve with crackers or party rye.

Factual KnowledgeFactual Knowledge• The basic elements

students must know to be acquainted with a discipline or solve problems in it.

– Knowledge of terminology

– Knowledge of specific details and elements

Conceptual KnowledgeConceptual Knowledge• The interrelationships among

the basic elements within a larger structure that enable them to function together.

– Knowledge of classifications and categories

– Knowledge of principles and generalizations

– Knowledge of theories, models and structures

Procedural KnowledgeProcedural Knowledge• How to do something,

methods of inquiry and criteria for using skills, algorithms, techniques and methods.– 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 KnowledgeMetacognitive Knowledge• Knowledge of cognition in general as well

as awareness and knowledge or one’s own cognition.– Strategic knowledge– Knowledge about cognitive tasks, including

appropriate contextual and conditional knowledge

– Self-knowledgeHow did I get that answer?

THE TAXONOMY TABLE

COGNITIVE PROCESS DIMENSION

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

KN

OW

LE

DG

E D

IME

NS

ION

Factual Knowledge

Conceptual Knowledge

ProceduralKnowledge

Metacognitive Knowledge