Module 16 - Bloom’s Taxonomy of Educational Objectives-Revised 169

«,— ■— ■I The Revised Bloom’s Taxonomy of

fM M Q Educational Objectives

In this Module, challenge yourself to attain the following learning

outcomes:
• formulate learning outcomes reflecting the different levels of the
revised taxonomy
• explore the use of technology apps in applying the revised taxonomy

Introduction
Imagine that you are already working as a teacher. How would you feel if
you enter your classroom without specific learning outcomes? How would you
proceed without clear and specific targets? Being sure about your learning
outcomes will help you to facilitate learning effectively. With appropriate,
clear and specific learning outcomes, you do not need to guess nor grope in the
dark on what to accomplish.
This Module will present the original and the revised Bloom’s Taxonomy
of Educational Objectives. Although the revised taxonomy came out years ago, Benjamin Bloom
it is important to still present both the old and the revised to have a complete 1913-1999

understanding and better appreciation of the taxonomy’s use in education. He was the
Associate Director
Advance Organizer of the Board for
Examination in
the University of
Chicago. They
The Original Bloom’s Taxonomy needed a way
of classifying
questions shared
*Six Levels of Bloom's Taxonomy by faculty members
to form a test bank.
For six years, from
1949 to 1956, he
The Revised Taxonomy led a group of
experts to come up
with a framework to
·Two Dimensions of the Revised Taxonomy classify objectives.

Practical Guide to the Revised Taxonomy

Apps and the Revised Taxonomy (Synapse Strengthener)

 Module 16 - Bloom’s Taxonomy of Educational Objectives-Revised 17 1

Group A Group B
1.
2.
3.
4.
ssess
5.
ite, design 6.
ne, compare
tilize 4. Compare and contrast the words in Group A and B

;plain
:fine

agine

raise
Wi Abstraction/Generalization
e, organize
The words you unscrambled in Group A are the levels in the cognitive
!nt, show domain of the old Bloom’s Taxonomy. You surely are right. The six words in
Group A are all nouns. The words in Group B are the levels in the cognitive
lefine domain in the Revised Taxonomy. You are right again. The !words in Group
B are verbs. This is one of the main differences of the old and the revised
taxonomies.
Read on to learn about the old and the revised Bloom’s taxonomy. You
will definitely find this very relevant and useful to you as a future teacher.

Old Taxonomy

In 1956, the Taxonomy o f Educational Objectives: The Classification o f

Educational Goals Handbook 1: Cognitive Domain was published. Initially, the
purpose was simply to have a framework to classify test questions that faculty
members shared. Eventually, it became so relevant and useful in education.
Since then, it has been used in planning the curriculum, planning learning
activities and assessment. Bloom and his colleagues published Handbook II,
The Affective Domain in 1964. Eventually, other experts published a taxonomy
2r by which the for the psychomotor domain in 1966, 1970 and 1972.
; here again:
This Module will focus more on the cognitive domain.
Bloom’s taxonomy was a model that described the different levels of
learning outcomes that target what skills and competencies the teachers aim to
develop in the learners. The taxonomy in the cognitive domain contains the
172 F a c il it a t in g L e a r n in g

levels from knowledge to evaluation. The six levels progress from simple to 4. Ai
more complex levels of thinking, the last three being referred to as “higher-order 4.1
thinking skills” or HOTS! So you’ve got to have the “hots” to teach well. We 4.2
always hear seasoned teachers reminding us to focus on the HOTS and not just 4.3
to stop at the usual memorizing and enumerating.
5. sy
To facilitate learning, we begin teaching with facts, stating memorized
rules, principles or definitions (knowledge), which must lead to understanding 5.1
concepts, rules and principles (comprehension). But we should not end here. 5.2
A proof of the comprehension of the concepts and principles is using them
in real-life situations (application). For an in-depth understanding and mastery 5.3
of these applied concepts, rules and principles, these are broken down into parts 6. Ey
(analysis) . Students may compare, contrast, classify, further investigate, etc.
6.1
These actions now reflect a higher level of thinking.
A still higher level o f thinking is when students put together elements 6.2
o f what has been learned in a new way (synthesis). They come up with a
wholistic, complete, more integrated, or even a new view or perspective of At the (
what was learned. - ei
With a full grasp of what was learned, the students can now assess or - si
judge, based on a set of standards, on what they have learned (evaluation). - a!
The cognitive domain levels or thinking levels also have subcategories oj
except for that of application. The next Table shows the original taxonomy - c<
with its levels, subcategories and sample verbs. (a
Here are some examples of learning outcomes using the taxonomy: - w
(s
- w
The Original Bloom’s Taxonomy:
Cognitive Domain Levels and their Subcategories
Revised Tax
Sample Verbs
After 4i
1. Knowledge define, describe, draw, (Bloom’s foi
1.1 Knowledge of specifics indentify, label, locate, work togethe
1.1.1 terminology memorize, name, Below
1.1.2 specific facts recite, recognize, taxonomies
select, state, write this.):
1.2 Knowledge o f ways and means of dealing with the specifics
1.2.1 conventions 1. Leve
1.2.2 trends and sequences in tb
1.2.3 classifications and categories of n<
1.2.4 criteria For i
1.2.5 methodology anal
2. Whil
1.3 Knowledge of universals and abstractions in the field
incre
1.3.1 principles and generalizations
allov
1.3.2 theories and structures
unde
2. Comprehension paraphrase, the a
summarize, restate, the s
2.1 translation
retell, illustrate the ti
2.2 interpretation
2.3 extrapolation 3. The
3. Application apply, change, mad(
prepare, produce,
 Module 16 - Bloom’s Taxonomy of Educational Objectives-Revised 173

igress from simple to 4. Analysis analyze, subdivide, take apart,

3d to as “higher-order 4.1 elements investigate, compare, contrast,
s” to teach well. We 4.2 relationships infer
le HOTS and not just 4.3 organizational principles
5. Synthesis combine, organize, design,
5, stating memorized
ead to understanding 5.1 production of unique communication formulate
should not end here, 5.2 production of a plan, or proposed set of
nciples is using them operations
!·standing and mastery 5.3 derivation o f a set of abstract relations
oken down into parts 6. Evaluation asses, appraise, critique, judge,
rther investigate, etc.
6.1 in terms of internal evidence recommend
iut together elements 6.2 in terms o f external evidence
-hey come up with a
ew or perspective of At the end of the unit, the students will be able to:
- enumerate the characters in “The World is an Apple” (knowledge)
ts can now assess or - summarize the story (comprehension)
med (evaluation). - apply the rules of subject-verb agreement when writing a summary
;o have subcategories of the story (application)
tie original taxonomy - compare and contrast the qualities o f the characters in the story
(analysis)
taxonomy: - w rite a song expressing the m essage or lesson o f the story
(synthesis)
- write a critique of the author’s writing style (evaluation)

Revised Taxonomy
nple Verbs
After 45 years since the publication of Bloom’s taxonomy, Lorin Anderson
ine, describe, draw, (Bloom’s former student) and David Krathwohl led a new group of experts to
entify, label, locate, work together. The result was what is now called the revised taxonomy.
morize, name, Below are the salient differences between the old and the revised
ite, recognize, taxonomies (You may refer to Figure 1 on page 174 while you are reading
;ct, state, write this.):
1. Levels or categories of thinking in the old taxonomy were nouns, while
in the revised taxonomy they are verbs. The use of action words instead
of nouns was done to highlight that thinking is an active process.
For example, evaluate instead of evaluation, or analyze instead of
analysis.
2. While the revised taxonomy remains to be in hierarchical levels of
increasing complexity, it is intended to be more flexible, in that it
allows the categories to overlap. For example some action words in
understand level, like explain, may appear to be more complex than
aphrase, the action word, show ih the apply level. However, when we look into
imarize, restate, the six levels from remember to create, we will still find that, over-all,
;11, illustrate the taxonomy proceeds in a hierarchical order.
3. The knowledge level was changed to remember. The change was
4y. change, made because knowledge does not refer to a cognitive or thinking
pare, produce,
1 7 4 F a c il it a t in g L e a r n in g

level. Knowledge is the object o f the thinking. Remember is a more

appropriate word for the first thinking level which involves recalling
and retrieving knowledge.
4. The comprehension level was changed to understand. Teachers are
likely to use the word understand when referring to their work rather 1. Remember
than comprehension. Retrieving relev;
memory
5. Synthesis was changed to create and was placed as the highest level. 1.1 recognù
1.2 recalling
6. The cognitive domain now includes two dimensions: the cognitive
dimension and the knowledge dimension. The knowledge dimension
2. Understand
of the revised taxonomy was based on the subcategories of knowledge
Determining the
in the old taxonomy. messages, incluc
Bloom’s Taxonomy of Educational Objectives communication
2.1 interprets
2.2 exemplify
Bloom’s Taxonomy
Cognitive Domain 2.3 classifyin]
2.4 summariz

. 3. Apply
Old Taxonomy Revised Taxonomy Carrying out or i
(one dimension) (two dimensions) situation
k------------------ I ^ 3.1 executing
3.2 implementinj
4. Analyze
Breaking materii
detecting how th
to an overall stru
4.1 differentiatii
4.2 organizing
4.3 attributing
5. Evaluate
Making judgmer
standards
5.1 checking
5.2 critiquing
6.Create
Putting elements
coherent whole c
6.1 generating
5. Synthesis 5. Evaluate 6.2 planning
6.3 producing
.--------------------------- J k

6. Evaluation 6. Create

Figure 1. The Old and the Revised Taxonomy

 Module 16 - Bloom’s Taxonomy of Educational Objectives-Revised 175

mber is a more The Revised Taxonomy with

volves recalling Two Dimensions of the Cognitive Domain (Krathwohl, 2002)

d. Teachers are The Cognitive Dimension The Knowledge Dimension

heir work rather 1. Remember A. Factual
Retrieving relevant knowledge from long-term The basic elements that students must know.
memory Knowledge of:
le highest level. 1.1 recognizing a. terminology
1.2 recalling b. specific details and elements
s: the cognitive
ledge dimension 2. Understand B. Conceptual
es of knowledge Determining the meaning of instructional The interrelationships among the basic
messages, including oral, written and graphic elements within a larger structure
communication that enable them to function together.
ictives
2.1 interpreting 2.5 inferring Knowledge of:
2.2 exemplifying 2.6 comparing a. classifications and categories
2.3 classifying 2.7 explaining b. principles and generalizations
2.4 summarizing c. theories, models and structures
3. Apply C. Procedural Knowledge
Carrying out or using a procedure in a given How to do something; methods of inquiry,
situation and criteria for using skills, algorithms,
3.1 executing techniques and methods. Knowledge of:
3.2 implementing a. subject-specific skills and
w«tedge
»nension
4. Analyze algorithms
Breaking material into its constituents parts and b. subject-specific techniques and
detecting how the parts relate to one another and methods
facial c. criteria for determining when to use
to an overall structure or purpose
4.1 differentiating appropriate procedures
4.2 organizing
D. Metacognitive Knowledge
ijnceptual 4.3 attributing
Knowledge of cognition in general as well
5. Evaluate as awareness and knowledge of one’s own
Making judgments based on criteria and cognition
5■wedural standards a. strategic knowledge
5.1 checking b. knowledge about cognitive tasks,
5.2 critiquing including contextual and conditional
knowledge
tefccognitive 6.Create
Putting elements together to form a novel, c. self-knowledge
coherent whole or make an original product
6.1 generating
6.2 planning
6.3 producing
176 F a c il it a t in g L e a r n in g

The revised taxonomy highlights two dimensions: the cognitive and the
knowledge dimensions. The cognitive dimension includes the hierarchical or
ordered levels of thinking. The thinking levels move from the simplest to the
Cognitn
most complex. The levels are remember, understand, apply, analyze, evaluate
Dimensii
and create.
The knowledge dimension includes four knowledge categories: factual, 2. Understar
conceptual, procedural, metacognitive. The knowledge that teachers aim to interpret, exe
teach and students aim to learn can be about facts, concepts, procedures and classify, sum!
metacognitive knowledge. infer, compar
explain
When you formulate learning objectives, you consider what level of
thinking (cognitive) you want your students to achieve, and also what type of
knowledge it is you want to teach.
W hen we w rite a learning objective, the level o f thinking is
represented by the verb, while the knowledge dimensions is represented by
the noun. In the example, “at the end of the lesson, the learner will be able to:
explain the photosynthesis process,” explain is the action word which will fall 3. Apply
under the second cognitive dimension level, understand, and photosynthesis' execute, impl
is the noun that will fall under procedural knowledge.
Below is a table that shows how the cognitive and knowledge dimensions
pair to form various kinds of learning objectives and activities. An example
for each pairing is given. Study each one to learn more.

K nowledge Dim ension

Cognitive 4. Analyze
Factual Conceptual Procedural Metacognitive differentiate,
Dimension
Terminology, Classifications, Subject- Strategic organize, att>
specific de­ categories, specific skills, knowledge,
tails, elements principles and algorithms, cognitive tasks-
generalizations, techniques and contextual and
theories, models, methods, conditional
structures criteria for knowledge,
determining self-knowledge
when to use the
procedures 5. Evaluate
Check, critiq

1. Remember Remember- Remember- Remember- Remember-

recognize Facts Concepts Procedures Metacognitive
recall Knowledge

Ex. List the Ex. .Describe Ex. Recall the Ex. Review
ingredients of kare-kare as a steps in cooking tasks
kare-kare Filipino dish kare-kare accomplished
in cooking
kare-kare
 Module 16 - Bloom’s Taxonomy of Educational Objectives-Revised 177

itive and the

ierarchical or Knowledge Dim ension
mplest to the
Cognitive
vze, evaluate Factual Conceptual Procedural Metacognitive
Dimension

(ries: factual, 2. Understand Understand- Understand- Understand- Understand-

ichers aim to interpret, exemplify, Facts Concepts Procedures Metacognitive
ocedures and classify, summarize, Knowledge
infer, compare,
explain Ex. Summarize Ex. Classify Ex. Describe Ex. Choose
\h a t level of the features smartphones the procedure of best strategies
what type of of the latest according to sending group to adjust
smart phone operating system messages using quickly
f thinking is model cell phones in using a
;presented by different
, ill be able to: smartphone
A‫׳‬hich will fall 3. Apply Apply- Apply- Apply- Apply-
)hotosynthesis execute, implement Facts Concepts Procedures Metacognitive
knowledge
ge dimensions
Ex. Use facts Ex. Demonstrate Ex. Follow the Ex. Use the
. An example
in answering coherence in PQ4R steps best study
questions. answering in reading a strategy to
questions chapter overcome one’s
weakness

4. Analyze Analyze- Analyze- Analyze- Analyze-

etacognitive differentiate, Facts Concepts Procedures Metacognitive
rategic organize, attribute Knowledge
iowledge,
Ex. Identify Ex. Identify Ex. Examine the Ex. Reflect on
!gnitive tasks-
the keywords triggers of anger different steps one’s ability to
‫׳‬ntextual and
in the defini­ among teenagers family members manage anger
!nditional
tion of anger take to manage
iowledge,
anger
lf-knowledge

5. Evaluate Evaluate- Evaluate- Evaluate- Evaluate-

Check, critique Facts Concepts Procedures Metacognitive
Knowledge

emember- Ex. Select Ex. Critique the Ex. Choose the Ex. Assess
[etacognitive the most different views best ways to one’s financial
jiowledge complete list about financial invest money literacy
of investment literacy
x. Review banks
tsks
ccomplished
l cooking
are-kare
178 F a c il it a t in g L e a r n in g

Cognitive Dimension Factual Conceptual Procedural Metacognitive Uses of the Re

The revise
6. Create Create- Create- Create- Create-
following ways
generate, plan, Facts Concepts Procedures Metacognitive
1. It provid
produce Knowledge
learning o
levels.
Ex. Produce Ex. Write an Ex. Create a Ex. Make a
2. It helps in
a presentation informal essay new recipe for project about
3. It serves
showing about what cooking adobo adobo as a
activities a
award- authentic adobo Filipino dish
4. It guides
winning adobo is based on one’s
-order thii
recipes talents

Practical Guide in Using the Revised Taxonomy

When you are ready to plan your units, lessons or activities, Bloom’s taxonomy will
be very useful in helping you formulate your learning objectives. Below is a collection Think of a
o f action w ords and possible activities or w ork w hich you can use for your plan. on this topic.

Topic:_______
Cognitive Sample Action Words Suggested Activities, Outputs
Dimension Levels or Outcomes 1. Write at
Remember Recall Describe Recitations, worksheets,
Learning
(recalling information) Name Locate definitions, fact charts, lists
Outcome
List Write Number
State Find
Tell Underline 1
Reproduce Define
Understand Explain Describe Story problems, drawing
(explaining Translate Define show and tell, summary,
2
information and Interpret Report paraphrasing
concepts Discuss Predict
3

Apply Use Practice Presentation, role-playing,

(using information in a Solve Execute simulation, collection, model, 4
new way) Implement Demonstrate scrapbook, product
Construct Dramatize
. 5
Analyze Compare Contrast Chart, plan, questionnaire,
(distinguishing Distinguish Separate spreadsheet, summary, survey .
different parts of a Investigate Differentiate 6
whole Infer Sequence
Evaluate Assess Appraise Opinion, judgment,
(defending a concept recommendation, report, self- 7
Debate Check I
or idea) Defend Decide evaluation, position paper, critique
Dispute Justify 8
Judge Rate
Create Change Invent Framework, model, story, . 9
(creating something Design Devise multimedia presentation, poem,
new) Formulate Generate haiku, song, essay
Improve Compose 10
Plan Combine
Propose