Blooms Revised Taxonomy

In a Nutshell
Rafael A.JuarezGuerra
Communication Strategies

Blooms TaxonomyRevised
Bloom's Original
Taxonomy
Knowledge

Anderson's Revised
Taxonomy
Remembering

Comprehension

Understanding

Application

Applying

Analysis

Analyzing

Synthesis

Evaluating

Evaluation

Creating

Original Terms

New Terms

Evaluation

Creating

Synthesis

Evaluating

Analysis

Analyzing

Application

Applying

Comprehension

Understanding

Knowledge

Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Changes in Terminology
As depicted in the previous table, the names of six major
categories were changed from noun to verb forms. The
reasoning behind 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 subcategories of the six major categories were also
replaced by verbs and some subcategories were
reorganized.
The knowledge category was renamed. Knowledge is an
outcome or product of thinking not a form of thinking per
se. 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

Changes in Structure
The one- dimensional form of the original taxonomy
becomes a two-dimensional table with the addition of the
products of thinking ( i.e. various forms of knowledge).
Forms of knowledge are listed in the revised taxonomy as
factual, conceptual, procedural and metacognitive.
The major categories were ordered in terms of increased
complexity. As a result, the order of synthesis (create) and
evaluation (evaluate) have been interchanged. This is in
deference to the popularly held notion that if one considers
the taxonomy as a hierarchy reflecting increasing
complexity, then creative thinking (i.e creating level of the
revised taxonomy) is a more complex form of thinking than
critical thinking (i.e. evaluating level of the new taxonomy).

Changes in emphasis
The revision's primary focus is on the taxonomy in use. Essentially,
this means that the revised taxonomy is a more authentic tool for
curriculum planning, instructional delivery and assessment.
The revision is aimed at a broader audience. Bloom's Taxonomy was
traditionally viewed as a tool best applied in the earlier years of
schooling (i.e. primary and junior primary years). The revised
taxonomy is more universal and easily applicable at elementary,
secondary and even tertiary levels.
The revision emphasizes explanation and description of
subcategories.
For example, sub-categories at the Remembering level of the
taxonomy include :
Recognizing / Identifying - Locating knowledge in memory
that is consistent with presented material.
Recalling / Retrieving / Naming Retrieving relevant
knowledge from long-term memory.

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.

Recognizing
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding

Can you recall information?

Remembering
cont

List
Memorize
Relate
Show
Locate
Distinguish
Give example
Reproduce
Quote
Repeat
Label
Recall
Know
Group
Read
Write

Listen
Group
Choose
Recite
Review
Quote
Record
Match
Select
Underline
Cite
Sort

Recall or
recognition of
specific
information

Products include:
Quiz

Label

Definition

List

Fact

Workbook

Worksheet

Reproduction

Test

Vocabulary

Classroom Roles for Remembering

Teacher roles in
assessing

Student roles in
assessments

Directs
Tells
Shows
Examines
Questions
Evaluates

Responds
Remembers
Recognizes
Memorizes
Defines
Describes
Retells

Remembering: Potential Activities

and Products
Make a story map showing the main events of
the story.
Make a time line of your typical day.
Make a concept map of the topic.
Write a list of keywords you know about.
What characters were in the story?
Make a chart showing
Make an acrostic poem about
Recite a poem you have learnt.

Remember In a Nutshell
Recognizing

Questions

Tasks

Locating knowledge in
memory that is
consistent with
presented material.
Synonyms: Identifying...
Recalling
Retrieving relevant
knowledge from
long-term memory.
Synonyms :
Retrieving.
Naming...

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..

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.
What animals were in
the story.
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.

Interpreting
Exemplifying
Summarizing
Inferring
Paraphrasing
Classifying
Comparing
Explaining

Understanding cont
Restate

Identify
Discuss
Retell

Research
Annotate
Translate

Give examples of
Paraphrase
Reorganize

Associate

Describe

Report
Recognize
Review
Observe
Outline
Account for
Interpret
Give main idea
Estimate
Define

Understanding
of given
information

Products include:
Recitation

Example

Summary

Quiz

Collection

List

Explanation

Label

Show and tell

Outline

Classroom Roles for

Understanding
Teacher roles in
assessing

Student roles in
assessments

Demonstrates
Listens
Questions
Compares
Contrasts
Examines

Explains
Describes
Outlines
Restates
Translates
Demonstrates
Interprets

Understanding: Potential Activities

and
Products
Write in your own words
Cut out, or 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.
Make a colouring book.
Paraphrase this chapter in the book.
Retell in your own words.
Outline the main points.

UnderstandIn a Nutshell
Interpreting
Changing from one form of representation to
another
Synonyms:

ParaphrasingTranslating,...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 (e.g., 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.

Tasks Cut out, or draw pictures to

show a
particular event.
Illustrate what you think the main idea
may have been.
Make a cartoon strip showing the
sequence
of events.
Write and perform a play based on the
story.
Retell the story in your own words.
Write a summary report of the event
Prepare a flow chart to illustrate the
sequence of events.
Make a coloring book.
Cut out, or draw pictures to show a
particular event. Illustrate what
you think the main idea was.
Make a cartoon strip showing the
sequence of events.
Write and perform a play based on the
story.
Retell the story in your own words.
Write a summary report of the event
Prepare a flow chart to illustrate the
sequence of events.
Cut out, or draw pictures to show a
particular event. Illustrate what
you think the main idea was.
Make a cartoon strip showing the
sequence of events.
Write and perform a play based on the

Applying
The learner makes use of information in a context
different from the one in which it was learned.
Implementing
Carrying out
Using
Executing
Can you use the information in another
familiar situation?

Applying contUsing strategies,

concepts, principles
and theories in new
situations

Translate

Manipulate
Exhibit
Illustrate

Calculate
Interpret
Make

Practice
Apply
Operate

Interview

Paint

Change
Compute
Sequence
Show
Solve
Collect
Demonstrate
Dramatise
Construct
Use
Adapt
Draw

Products include:
Photograph

Presentation

Illustration

Interview

Simulation

Performance

Sculpture

Diary

Demonstration Journal

Classroom Roles for Applying

Teacher roles in
assessing

Student roles in
assessment

Solves problems
Demonstrates use of
knowledge
Calculates
Compiles
Completes
Illustrates
Constructs

Shows
Facilitates
Observes
Evaluates
Organizes
Questions

Applying: Potential Activities and

Products
Construct a model to demonstrate how it looks or
works
Practice a play and perform it for the class
Make a diorama to illustrate an event
Write a diary entry
Make a scrapbook about the area of study.
Prepare invitations for a characters birthday party
Make a topographic map
Take and display a collection of photographs on a
particular topic.
Make up a puzzle or a game about the topic.
Write an explanation about this topic for others.
Dress a doll in national costume.
Make a clay model

ApplyIn a Nutshell
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
areas of study.
Make a papier-mch 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.
Write a textbook about this
topic for others.

Analyzing
The learner breaks learned information into its
parts to best understand that information.

Comparing
Organizing
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating

Can you break information into parts to explore

understandings and relationships?

Analyzing cont

Distinguish
Question
Appraise
Experiment
Inspect
Examine
Probe
Separate
Inquire
Arrange
Investigate
Sift
Research
Calculate
Criticize

Compare
Contrast
Survey
Detect
Group
Order
Sequence
Test
Debate
Analyze
Diagram
Relate
Dissect
Categorize
Discriminate

Breaking
information down
into its component
elements

Products include:
Graph

Survey

Spreadsheet

Database

Checklist

Mobile

Chart

Abstract

Outline

Report

Classroom Roles for analyzing

Teacher roles in
assessing

Student roles in
assessments

Probes
Guides
Observes
Evaluates
Acts as a resource
Questions
Organizes
Dissects

Discusses
Uncovers
Argues
Debates
Thinks deeply
Tests
Examines
Questions
Calculates
Investigates
Inquires

Analyzing: Potential
Activities and Products
Use a Venn Diagram to show how two topics are the same and
different
Design a questionnaire to gather information.
Survey classmates to find out what they think about a particular
topic. Analyse the results.
Make a flow chart to show the critical stages.
Classify the actions of the characters in the book
Create a sociogram from the narrative
Construct a graph to illustrate selected information.
Make a family tree showing relationships.
Devise a role-play about the study area.
Write a biography of a person studied.
Prepare a report about the area of study.
Conduct an investigation to produce information to support a
view.
Review a work of art in terms of form, colour and texture.
Draw a graph
Complete a Decision Making Matrix to help you decide which

AnalyzeIn a Nutshell
ANALYZE
Differentiating
Distinguishing relevant from
irrelevant parts or important
from unimportant parts of
presented material.
Synonyms : Discriminating,
Selecting, Focusing,
Distinguishing,
Organizing
Determining how elements fit or
function within a structure.
Synonyms : Outlining,
Structuring, Integrating,
Finding coherence
Attributing
Determining the point of view,
bias, values, or intent
underlying presented
material. Synonyms :
Deconstructing

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?
Can you explain what must
have happened when...?
What are some or the
problems of...?
Can you distinguish
between...?
What were some of the
motives behind..?
What was the turning point?
What was the problem
with...?

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.

Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.

Checking
Hypothesizing
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring

Can you justify a decision or course of action?

Evaluating cont
Judging the value of

Judge
Rate
Validate
Predict
Assess
Score
Revise
Infer
Determine
Prioritise
Tell why
Compare
Evaluate
Defend
Select

Choose
Conclude
Deduce
Debate
Justify
Recommend
Discriminate
Appraise
Value
Probe
Argue
Decide
Criticise
Rank
Reject

ideas, materials and

methods by developing
and applying standards
and criteria.

Products include:
Debate

Investigation

Panel

Verdict

Report

Conclusion

Evaluation

Persuasive
speech

Classroom Roles for Evaluating

Teacher roles in assessing

Student roles in assessments

Clarifies
Accepts
Guides

Judges
Disputes
Compares
Critiques
Questions
Argues
Assesses
Decides
Selects
Justifies

Evaluating: Potential Activities and

Products

Write a letter to the editor

Prepare and conduct a debate
Prepare a list of criteria to judge
Write a persuasive speech arguing for/against
Make a booklet about five rules you see as important.
Convince others.
Form a panel to discuss viewpoints on.
Write a letter to. ..advising on changes needed.
Write a half-yearly report.
Prepare a case to present your view about...
Complete a PMI on
Evaluate the characters actions in the story

EvaluateIn a Nutshell
Checking
Detecting inconsistencies or
fallacies within a process
or product.
Determining whether a
process or product has
internal consistency.
Synonyms : Testing,
Detecting, Monitoring
Critiquing
Detecting the
appropriateness of a
procedure for a given
task or problem.
Synonyms :Judging

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...?
What changes to.. would
you recommend?
Do you believe...? How
would you feel if. ..?
How effective are. ..?

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 to
...advising on
changes needed.
Write a half-year report.
Prepare a case to
present your view
about...

Creating
The learner creates new ideas and information using
what has been previously learned.
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
Can you generate new products, ideas, or ways of viewing
things?

Creating cont

Compose
Assemble
Organise
Invent
Compile
Forecast
Devise
Propose
Construct
Plan
Prepare
Develop
Originate
Imagine

Putting together ideas

or elements to develop
a original idea or
engage in creative
thinking.

Formulate
Improve
Act
Predict
Produce
Blend

Set up
Devise
Concoct
Compile

Products include:
Film

Song

Story

Newspaper

Project

Media product

Plan

Advertisement

New game

Painting

Classroom Roles for Creating

Teacher roles in
assessing

Facilitates
Extends
Reflects
Analyzes
Evaluates

Student roles in
assessment

Designs
Formulates
Plans
Takes risks
Modifies
Creates
Proposes
Active participant

Creating: Potential Activities and

Products

Use the problem solving strategy to invent a new type of sports shoe
Invent a machine to do a specific task.
Design a robot to do your homework.
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 new monetary system
Develop a menu for a new restaurant using a variety of healthy foods
Design a record, book or magazine cover for...
Sell an idea
Devise a way to...
Make up a new language and use it in an example
Write a jingle to advertise a new product.

CreateIn a Nutshell
CREATE
Generating
Coming up with alternatives
or hypotheses based on
criteria
Synonyms: Hypothesizing
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