Blooms Taxonomy 1956 and Blooms Taxonomy Revised 2001

1
Blooms Taxonomy (1956)andBlooms Taxonomy
Revised (2001)

• Thomas F. Hawk
• Management Department
• Frostburg State University

2
References

• Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill,
  W.H. Krathwohl, D.R. (1956). Taxonomy of
  Educational Objectives, The Cognitive Domain. New
  York Longmans.
• Anderson, L.W. Krathwohl, D.R. (Eds.)(2001). A
  Taxonomy for Learning, Teaching, and Assessing A
  Revision of Blooms Taxonomy of Educational
  Objectives. New York Longmans.

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Summary of Blooms Taxonomy (1956)

• 1.0 Knowledge
• 2.0 Comprehension
• 3.0 Application
• 4.0 Analysis
• 5.0 Synthesis
• 6.0 Evaluation

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Blooms Taxonomy (1956)

• 1.00 Knowledge
• 1.10 Knowledge of Specifics
• 1.11 Knowledge of Terminology
• 1.12 Knowledge of Specific Facts
• 1.20 Knowledge of Ways Means of Dealing with
  Specifics
• 1.21 Knowledge of Conventions
• 1.22 Knowledge of Trends Sequences
• 1.23 Knowledge of Classifications Categories
• 1.24 Knowledge of Methodology
• 1.30 Knowledge of the Universals Abstracts in
  the Field
• 1.31 Knowledge of Principals Generalizations
• 1.32 Knowledge of Theories and Structures

5
Blooms Taxonomy (1956)

• 2.00 Comprehension
• 2.10 Translation
• 2.20 Interpretation
• 2.30 Extrapolation
• 3.00 Application
• 4.00 Analysis
• 4.10 Analysis of Elements
• 4.20 Analysis of Relationships
• 4.30 Analysis of Organizational Principles
• 5.00 Synthesis
• 5.10 Production of a Unique Communication
• 5.20 Production of a Plan or a Proposed Set of
  Operations
• 5.30 Derivation of a Set of Abstract Relations

6
Blooms Taxonomy (1956)

• 6.00 Evaluation
• 6.10 Judgements in Terms of Internal Evidence
• 6.20 Judgements in Terms of External Evidence

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Summary of Blooms Taxonomy Revised (2001)

• Knowledge Dimension
• Factual
• B. Conceptual
• C. Procedural
• D. Metacognitive

• Process Dimension
• Remember
• 2. Understand
• 3. Apply
• 4. Analyze
• 5. Evaluate
• 6. Create

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Blooms Taxonomy Revised (2001)Types of
Knowledge

• A. Factual Knowledge
• Aa. Knowledge of Terminology
• Ab. Knowledge of Specific Details Elements
• B. Conceptual Knowledge
• Ba. Knowledge of Classifications Categories
• Bb. Knowledge of Principles Generalizations
• Bc. Knowledge of Theories, Models, Structures
• C. Procedural Knowledge
• Ca. Knowledge of Subject-Specific Skills
  Algorithms
• Cb. Knowledge of Subject-Specific Techniques
  Methods
• Cc. Knowledge of Criteria for When to Use
  Procedures
• D. Meta-cognitive Knowledge
• Da. Strategic Knowledge
• Db. Knowledge about Cognitive Tasks (Context
  Conditions)
• Dc. Self-Knowledge

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Blooms Taxonomy Revised (2001)

• 1.0 Remember
• 1.1 Recognizing Identifying
• 1.2 Recalling -Retrieving
• 2.0 Understand
• 2.1 Interpreting Clarifying, paraphrasing,
  representing, translating
• 2.2 Exemplifying Illustrating, instantiating
• 2.3 Classifying Categorizing, subsuming
• 2.4 Summarizing Abstracting, generalizing
• 2.5 Inferring Concluding, extrapolating,
  interpolating, prediciting
• 2.6 Comparing Contrasting, mapping, matching
• 2.7 Explaining Constructing models
• 3.0 Apply
• 3.1 Executing Carrying out
• 3.2 Implementing - Using

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Blooms Taxonomy Revised (2001)

• 4.0 Analyze
• 4.1 Differentiating Discriminating,
  distinguishing, focusing, selecting
• 4.2 Organizing Finding coherence, integrating,
  structuring
• 4.3 Attributing - Deconstructing
• 5.0 Evaluate
• 5.1 Checking Coordinating, detecting,
  monitoring, testing
• 5.2 Critiquing - Judging
• 6.0 Create
• 6.1 Generating - Hypothesizing
• 6.2 Planning - Designing
• 6.3 Producing - Constructing

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Comparison of Blooms Taxonomy of Educational
Objectives (1956 2001)

• Original
• 1.0 Knowledge
• 2.0 Comprehension
• 3.0 Application
• 4.0 Analysis
• 5.0 Synthesis
• 6.0 Evaluation

• Revised
• Knowledge
• Processes
• 1.0 Remember
• 2.0 Understand
• 3.0 Apply
• 4.0 Analyze
• 5.0 Evaluate
• 6.0 Create

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Using Blooms Taxonomy Revised

• Understand your assumptions and values
  (teaching/learning philosophy)
• Identify the course learning outcomes (rubrics)
• Identify the knowledge type outcomes in course
• Identify the process type outcomes in course
• Create the learning activities (learning models)
  to embrace the learning style diversity
• Create the assessment activities (assessment)
• Create the syllabus (syllabus)