Revised Bloom - S Taxonomy and Assessments

Revised Bloom’s Taxonomy (Cognitive Domain)
At what Bloom’s level do you expect your students to perform?
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A
taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York:
Putting elements together to form a coherent or functional whole;
Creating reorganizing elements into a new pattern or sturucture throgh
generating, planning or producing
Making judgements based on criteria and standards based on checking
Evaluating
and critiquing
Breaking material into its constituent parts, determining how parts
Analyzing relate to one another and to the overall structure or purpose through
differentiating, organizing and attributing
Applying Applying a procedure through executing or implementing
Constructing meaning from instructional messages, including oral,

Understanding written, and graphic communication through interpreting, exemplifying,
classifying, summarizing, inferring, comparing and explaining.
Retrieving, recognizing and recalling relevant knowledge from longterm
Remembering
memory
Level Verbs Examples of appropriate assessments
Remembering: can Recall Objective test items such as fill-in-the-blank, matching, labeling,
the student recall or Recognize or multiple-choice questions that require students to:
remember the Identify • recall or recognize terms, facts, and concepts
information?
Understanding: can Interpret Activities such as papers, exams, problem sets, class discussions,
the student explain Exemplify or concept maps that require students to:
ideas or concepts? Classify • summarize readings, films, or speeches
Summarize • compare and contrast two or more theories, events, or
Infer processes
Compare • classify or categorize cases, elements, or events using
Explain established criteria
• paraphrase documents or speeches
• find or identify examples or illustrations of a concept or
principle
https://www.cmu.edu/teaching/assessment/basics/alignment.html
Applying: can the Apply Activities such as problem sets, performances, labs,
student use the Execute prototyping, or simulations that require students to:
information in a Implement • use procedures to solve or complete familiar or unfamiliar
new way? tasks
• determine which procedure(s) are most appropriate for a
given task
Analyzing: can the Analyze Activities such as case studies, critiques, labs, papers, projects,
student distinguish Differentiate debates, or concept maps that require students to:
between the Organize • discriminate or select relevant and irrelevant parts
different parts? Attribute • determine how elements function together
• determine bias, values, or underlying intent in presented
material
Evaluating: can the Evaluate Activities such as journals, diaries, critiques, problem sets,
student justify a Check product reviews, or studies that require students to:
stand or decision? Critique • test, monitor, judge, or critique readings, performances, or
Assess products against established criteria or standards
Creating: can the Create Activities such as research projects, musical compositions,
student create new Generate performances, essays, business plans, website designs, or set
product or point of Plan designs that require students to:
view? Produce • make, build, design or generate something new
Design
Bloom’s Taxonomy: Two Dimensions
The Cognitive Process Domain
The Remember Understand Apply Analyze Evaluate Create
Knowledge
Dimension
Factual List Summarize Classify Order Rank Combine
Knowledge
Conceptual Describe Interpret Experiment Explain Assess Plan
Knowledge
Procedural Tabulate Predict Calculate Differentiate Conclude Compose
Knowledge
Meta- Appropriate Execute Construct Achieve Action Actualize
Cognitive Use
Knowledge
Remembering: can Recall Objective test items such as fill-in-the-blank, matching, labeling,
the student recall or Recognize or multiple-choice questions that require students to:
remember the Identify • recall or recognize terms, facts, and concepts
information?
Understanding: can Interpret Activities such as papers, exams, problem sets, class discussions,
the student explain Exemplify or concept maps that require students to:
ideas or concepts? Classify • summarize readings, films, or speeches
Summarize • compare and contrast two or more theories, events, or
Infer processes
Compare • classify or categorize cases, elements, or events using
Explain established criteria
• paraphrase documents or speeches
• find or identify examples or illustrations of a concept or
principle
Applying: can the Apply Activities such as problem sets, performances, labs,
student use the Execute prototyping, or simulations that require students to:
information in a Implement • use procedures to solve or complete familiar or unfamiliar
new way? tasks
• determine which procedure(s) are most appropriate for a
given task
Analyzing: can the Analyze Activities such as case studies, critiques, labs, papers, projects,
student distinguish Differentiate debates, or concept maps that require students to:
between the Organize • discriminate or select relevant and irrelevant parts
different parts? Attribute • determine how elements function together
• determine bias, values, or underlying intent in presented
material
Evaluating: can the Evaluate Activities such as journals, diaries, critiques, problem sets,
student justify a Check product reviews, or studies that require students to:
stand or decision? Critique • test, monitor, judge, or critique readings, performances, or
Assess products against established criteria or standards
Creating: can the Create Activities such as research projects, musical compositions,
student create new Generate performances, essays, business plans, website designs, or set
product or point of Plan designs that require students to:
view? Produce • make, build, design or generate something new
Design
Question Types
Remembering Understanding
What do you remember about _________? How would you compare _______?
How would you define ________? Contrast _________?
How would you identify________? How would you clarify the meaning ______?
How would you recognize ______? How would you differentiate between _____?
What would you choose _______? How would you generalize ______?
Describe what happens when ________? How would you express _______?
How is (are) _______? What can you infer from _________?
Where is (are) ________? What did you observe ________?
Which one _______? How would you identify _______?
Who was _________? How can you describe _______?
Why did _______? Will you restate _______?
What is (are) __________? Elaborate on ______.
When did _________? What would happen if ______?
How would you outline __________? What is the main idea of ________?
List the ________ in order. What can you say about ________?
Applying Analyzing
What actions would you take to perform _____? How can you classify _____ according to ______?
How would you develop _____ to present ______? How can you compare the different parts _______?
What other way would you choose to _____? What explanation do you have for _________?
What would the result be if ________? How is _____ connected to _____?
How would you demonstrate ___? Discuss the pros and cons of ____.
How would you present ____? How can you sort the parts ____?
How would you change ____? What is the analysis of ___?
How would you modify ___? What can you infer ____?
How could you develop _______? What ideas validate _____?
Why does _____work? How would you explain ____?
How would you alter ____ to _____? What can you point out about ____?
What examples can you find that ___? What is the problem with _____?
How would you solve _____? Why do you think ____?
Evaluating Creating
What criteria would you use to assess ______? What alternative would you suggest for ______?
What data was used to evaluate _____? What changes would you make to revise ______?
What choice would you have made ______? How would you explain the reason ______?
How would you determine the facts _____? How would you generate a plan to _____?
What is the most important _____? What facts can you gather _______?
What would you suggest ____? Predict the outcome if ______.
How would you grade ____? What would happen if ______?
What is your opinion of _____? How would you portray _____?
How could you verify _____? Devise a way to _____.
What information would you use to prioritize ___? How would you compile the facts for ______?
Rate the ______. How would you elaborate on the reason _____?
Rank the importance of _______. How would you improve ____?
Determine the value of ______.

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Revised Bloom’s Taxonomy (Cognitive Domain)

At what Bloom’s level do you expect your students to perform?

Applying Applying a procedure through executing or implementing

Constructing meaning from instructional messages, including oral,

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