Beyond Bloom’s
Taxonomy
TLE DEPARTMENT
Peer Teaching
By Marlon L. Lalaguna
Objectives
• Compare the difference between Bloom’s, and
Anderson and Krathwohl’s Taxonomy of
cognitive domain
• Identify the different levels of knowledge in the
Anderson and Krathwohl’s Taxonomy
• Construct test questions for each cognitive level
• Suggest potential activities and products
THE BLOOM’S
A Flash Back
TAXONOMY
The Bloom’s Taxonomy
Bloom’s Taxonomy is a classification system
developed in 1956 by education psychologist
Benjamin Bloom to categorize intellectual skills
and behavior important to learning. Bloom
identified six cognitive levels: knowledge,
comprehension, application, analysis,
synthesis, and evaluation, with sophistication
growing from basic knowledge-recall skills to the
highest level, evaluation.
Discussions during the 1948
The Bloom’s Taxonomy
Convention of the American
Psychological Association led
Benjamin Bloom to spearhead a
group of educators who eventually
undertook the ambitious task of
classifying educational goals and
objectives. Their intent was to
develop a method of classification
for thinking behaviors that were
believed to be important in the
Benjamin Bloom
processes of learning. Image source: http://epltt.coe.uga.edu
The Bloom’s Taxonomy
Eventually, this framework became a taxonomy of three
domains:
• The cognitive knowledge based domain, consisting of six levels:
(knowledge, comprehension, application, analysis, synthesis, and
evaluation)
• The affective
attitudinal based domain, consisting of five levels: (receiving,
responding, valuing, organizing, and characterizing)
• The psychomotor
skills based domain, consisting of seven levels: (perception, set,
guided response, mechanism, complex overt response, adaptation,
and origination)
The Bloom’s Taxonomy
The New Version of the Cognitive Taxonomy
THE REVISED BLOOM’S
TAXONOMY
During the 1990's, former student of Bloom, Lorin
Anderson, working with one of Bloom’s partners in the
original work on cognition, David Krathwohl, led a new
assembly which met for the purpose of updating the
taxonomy, hoping to add relevance for 21st century
students and teachers. This time "representatives of three
The Revised Bloom’s Taxonomy
groups were present: cognitive psychologists, curriculum
theorists and instructional researchers, and testing and
assessment specialists" (Anderson, & Krathwohl, 2001, p.
xxviii).
The Revised Bloom’s Taxonomy
Lorin W. Anderson David R.
The Revised Bloom’s Taxonomy
Krathwohl
Image source: http://www.erpjournal.net Image source: http://soe.syr.edu
Changes in Terms:
• The name of six categories were changed from noun to
verb forms
• The subcategories of six major categories were also
replaced by verbs and some subcategories were
reorganized
• The knowledge category was renamed and replaced by
the word remembering instead.
The Revised Bloom’s Taxonomy
• Comprehension and synthesis were retitled to creating
and understanding respectively.
The Revised Bloom’s Taxonomy
Promotion of Create (Synthesis)
One notable difference of the classic Bloom’s taxonomy
(1956) from the newer version (2001) is that the last two
categories have been reversed. This puts create (synthesis)
into the most complex level.
Image source: http://www4.uwsp.edu
Comparison of Bloom’s to Anderson and
Krathwohl’s Cognitive Taxonomy
The Revised Bloom’s Taxonomy
Major Difference:
The major difference in the updated version is in the more
useful and comprehensive additions of how the taxonomy
intersects and acts upon different types and levels of
knowledge -- factual, conceptual, procedural and
metacognitive.
This feature has the potential to make teacher assessment,
teacher self-assessment, and student assessment easier or
clearer as usage patterns emerge.
Bloom’s Taxonomy (1956) Anderson and Krathwohl’s
Taxonomy (2001)
Comparison of Bloom’s to Anderson and
Krathwohl’s Cognitive Taxonomy
1. Knowledge: Remembering or 1. Remembering: Retrieving,
retrieving previously learned recalling, or recognizing knowledge
material. Examples of verbs that from memory. Remembering is
relate to this function are: when memory is used to produce
know define record definitions, facts, or lists, or
identify recall name recite or retrieve material.
relate list memorize recognize
repeat acquire
Comparison of Bloom’s to Anderson and
Krathwohl’s Cognitive Taxonomy
Bloom’s Taxonomy (1956) Anderson and Krathwohl’s
Taxonomy (2001)
2. Comprehension: The ability to 2. Understanding: Constructing
grasp or construct meaning from meaning from different types of
material. Examples of verbs that functions be they written or graphic
relate to this function are: messages activities like
interpreting, exemplifying,
identify illustrate
restate discuss interpret classifying, summarizing,
locate report describe draw inferring, comparing, and
recognize review infer represent
explain
explaining.
conclude differentiate
express
Comparison of Bloom’s to Anderson and
Krathwohl’s Cognitive Taxonomy
Bloom’s Taxonomy (1956) Anderson and Krathwohl’s
3. Application: The ability to use Taxonomy (2001)
learned material, or to implement
3. Applying: Carrying out or using a
material in new and concrete
procedure through executing, or
situations. Examples of verbs that
implementing. Applying related
relate to this function are:
and refers to situations where
learned material is used through
apply organize practice products like models, relate employ calculate
presentations, interviews or develop restructure show simulations.
translate interpret exhibit use
demonstrate dramatize
Comparison of Bloom’s to Anderson and
Krathwohl’s Cognitive Taxonomy
operate
Bloom’s Taxonomy (1956) Anderson and Krathwohl’s
4. Analysis: The ability to break Taxonomy (2001)
down or distinguish the parts of
4. Analyzing: Breaking material or
material into its components so
concepts into parts, determining
that its organizational structure
how the parts relate or interrelate to
may be better understood.
one another or to an overall
Examples of verbs that relate to
structure or purpose. Mental actions
this function are:
included in this function are
differentiating, organizing, and
attributing, as well as being able
Comparison of Bloom’s to Anderson and
Krathwohl’s Cognitive Taxonomy
analyze differentiate experiment compare contrast to
scrutinize
distinguish between the probe investigate discover components
or parts.
inquire detect inspect examine survey
dissect contrast classify discriminate
categorize deduce separate
Bloom’s Taxonomy (1956) Anderson and Krathwohl’s
5. Synthesis: The ability to put parts up organize prepare generalize
originate predict document derive
together to form a coherent or
modify combine write
unique new whole. Examples of
tell relate propose
verbs that relate to this function
Taxonomy (2001)
are:
compose plan propose produce invent 5. Evaluating: Making judgments
develop design formulate arrange based on criteria and standards
assemble collect construct create set through checking and critiquing.
Comparison of Bloom’s to Anderson and
Krathwohl’s Cognitive Taxonomy
Critiques, recommendations, and newer taxonomy evaluation comes
reports are some of the products before creating as it is often a
that can be created to demonstrate necessary part of the precursory
the processes of evaluation. In the behavior before creating
something.
Bloom’s Taxonomy (1956) Anderson and Krathwohl’s
Taxonomy (2001)
6. Evaluation: The ability to judge, 6. Creating: Putting elements together
check, and even critique the value to form a coherent or functional
of material for a given purpose. whole; reorganizing elements into
Examples of verbs that relate to this a new pattern or structure through
function are: generating,
Comparison of Bloom’s to Anderson and
Krathwohl’s Cognitive Taxonomy
planning, or producing. Creating
judge argue decide validate
assess choose consider
requires users to put parts together
compare rate select appraise in a new way or synthesize parts
evaluate estimate value into something new and different a
conclude criticize
new form or product. This process
measure infer
deduce is the most difficult mental function
in the new taxonomy.
Knowledge Dimensions
1. Factual Knowledge is knowledge that is basic to
specific disciplines. This dimension refers to essential facts,
terminology, details or elements students must know or be
familiar with in order to understand a discipline or solve a
problem in it.
2. Conceptual Knowledge is knowledge of classifications,
principles, generalizations, theories, models, or structures
pertinent to a particular disciplinary area.
3. Procedural Knowledge refers to information or
knowledge that helps students to do something specific to a
Knowledge Dimensions
discipline, subject of study. It also refers to methods of
inquiry, very specific or finite skills, algorithms, techniques,
and particular methodologies.
4. Metacognitive Knowledge is the awareness of one’s
own cognition and particular cognitive processes. It is
strategic or
reflective knowledge about how to go about solving
problems, cognitive tasks, to include contextual and
conditional knowledge and knowledge of self.
Knowledge Dimensions
Here are the intersections as the processes impact the levels
of knowledge. Using a simple cross impact grid or table like
the one below, one can match easily activities and objectives
to the types of knowledge and to the cognitive processes as
well.
Source: http://www4.uwsp.edu
Knowledge Dimensions
3. Procedural Knowledge refers to information or
knowledge that helps students to do something specific to a
discipline, subject of study. It also refers to methods of
inquiry, very specific or finite skills, algorithms, techniques,
and particular methodologies.
4. Metacognitive Knowledge is the awareness of one’s
own cognition and particular cognitive processes. It is
strategic or
Knowledge Dimensions
reflective knowledge about how to go about solving
problems, cognitive tasks, to include contextual and
conditional knowledge and knowledge of self.
Let’s Dig In!
SAMPLE TEST QUESTIONS AND
ACTIVITIES WITH THE REVISED
BLOOM’S TAXONOMY
Questions for Remembering
• What happened after...?
• How many...?
• What is...?
• Who was it that...?
• Can you name ...?
• Find the meaning of…
Sample Questions
• Describe what happened after…
• Who spoke to...?
• Which is true or false...?
Questions for Understanding
• 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...?
• Can you clarify…?
• Can you illustrate…?
Sample Questions
Questions for Applying
• Do you know of another instance where…?
• Can you group by characteristics such as…?
• Which factors would you change if…?
• What questions would you ask of…?
• From the information given, can you develop a set of instructions about…?
• Does everyone act in the way that …….. does?
Sample Questions
Question for Analyzing
• 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...?
Sample Questions
Questions for Evaluating
• 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. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• Why is ....of value?
• What are the alternatives?
Sample Questions
• Who will gain & who will loose?
Questions for Creating
• 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...?
Using the 4 Knowledge
Dimensions
Specialization: TLE-ICT IV (Web Designing through HTML)
Question No. 1:
He is considered as the father of WWW?
A. Tim Berners-Lee B. Bill Gates C. Pat Beirne
Cognitive Processes
The Knowledge 1. 2. 3. 4. 5. 6.
Dimensions Remember Understand Apply Analyze Evaluate Create
Factual
Q1
Conceptual
Procedural
Metacognitive
Using the 4 Knowledge
Dimensions
Specialization: TLE-ICT IV (Web Designing through HTML)
Question No. 2: You need to display the font as Monotype Corsiva, 4 pts.
and with underline style. Which line of codes will generate this correctly?
a. <font face=“Monotype Corsiva” size=4>Font</font>
b. <font face=“Monotype Corsiva” size=4<Font>/font>
Using the 4 Knowledge
Cognitive Processes
The Knowledge 1. 2. 3. 4. 5. 6.
Dimensions Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual
Procedural
Q2
Metacognitive
Using the 4 Knowledge
Dimensions
Specialization: TLE-ICT IV (Web Designing through HTML)
Question No. 3: Which of the following is TRUE about Internet
technology?
a. There is one single person that governs the WWW.
Cognitive Processes
The Knowledge 1. 2. 3. 4. 5. 6.
Dimensions Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual
Q3
Procedural
Metacognitive
Using the 4 Knowledge
b. TCP/IP is the means of communication between two or more
computers
Using the 4 Knowledge
Dimensions
Specialization: TLE-ICT IV (Web Designing through HTML)
Question No. 4: How would you edit this line of code to display the image
properly? <img scr=“../my pictures/cutee.jpg” alt=“cutee” border=4> a.
Change the value for alt as number in pixel
Cognitive Processes
The Knowledge 1. 2. 3. 4. 5. 6.
Dimensions Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual
Procedural
Metacognitive
Q4
Using the 4 Knowledge
b. Change scr attribute to src
Using the 4 Knowledge
Dimensions
Specialization: TLE-ICT IV (Web Designing through HTML)
Question No. 5: Which of the following should be followed in web site
development.
a. Use contrasting colors against foreground color
Cognitive Processes
The Knowledge 1. 2. 3. 4. 5. 6.
Dimensions Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual
Q5
Procedural
Metacognitive
Using the 4 Knowledge
b. Work within one directory with subfolders for supporting files
Potential Activities and Products
Remembering
• 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
• Make a chart showing…
• Make an acrostic
• Recite a poem.
Understanding
• Cut out, or draw pictures to show a particular event
• Illustrate what you think the main idea may have been
Potential Activities and Products
• 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
Applying
• 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-mâché map / clay model to include relevant information about
an event
• Take a collection of photographs to demonstrate a particular point
Potential Activities and Products
• Make up a puzzle or a game about the topic
• Write a textbook about this topic for others
• Dress a doll in national costume
• Make a clay model
• Paint a mural using the same materials
• Design a marketing strategy for your product using a known strategy as a
model.
Analyzing
• Design a questionnaire to gather information
• Write a commercial to sell a new product
• Make a flow chart to show the critical stages
• Construct a graph to illustrate selected information
• Make a family tree showing relationships
Potential Activities and Products
• Devise a 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, color and texture.
Evaluating
• Prepare a list of criteria to judge…
• 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-yearly report
Potential Activities and Products
• Prepare a case to present your view about...
Creating
• 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...
• Make up a new language and use it in an example.
Potential Activities and Products
Creating
• 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...
• Make up a new language and use it in an example.
Quotes to Ponder:
“If we teach today’s students as we taught yesterday’s,
we rob them of tomorrow.” ~John Dewey
“Learning is always rebellion... Every bit of new truth
discovered is revolutionary to what was believed before.”
~Margaret Lee Runbeck
THANK YOU FOR
LISTENING!
God Bless Us All
References
Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for
Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational
Objectives. Allyn & Bacon. Boston, MA (Pearson Education Group)
Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The
Classification of Educational Goals, by a committee of college and university
examiners.
Handbook I: Cognitive Domain. NY, NY: Longmans, Green
Online:
http://www.lbschools.net/rogers/pdf/bloom.pdf
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm
