B󰈴O󰈮󰈱’S (󰈤E󰈍󰈾S󰉈󰉍)

TA󰈆󰈮󰈯󰈭M󰇳
By 󰈲a󰈝󰈎󰉜h󰇽 So󰈔󰈋󰈎b󰈢󰉏a

07/04/2022
 What is BLOOM’S REVISED TAXONOMY?
❖ In 1956, Benjamin Bloom and colleagues M. Englehart, E. Furst, W. Hill, and D. Krathwohl
released Taxonomy of Educational Objectives: cognitive domain. Bloom and his colleagues
developed a paradigm that included six key categories: knowledge, comprehension,
application, analysis, synthesis, and evaluation, and each category has subcategories that
ranged from simple to complicated and tangible to abstract.
❖ In 2001, a consortium of cognitive psychologists, curriculum theorists and instructional
researchers, and testing and assessment professionals assembled by Lorin Anderson and
David Krathwohl, revised and improved The Bloom’s Taxonomy to reflect relevance to
21st-century work for both students and instructors and published A Taxonomy for Teaching,
Learning, and Assessment, a revision of Bloom's Taxonomy.
❖ Anderson and Krathwohl made changes to the taxonomy in three areas: terminology, structure,
and focus. They changed Bloom's categories from nouns to verbs to modify the original
terminology. Anderson and Krathwohl renamed the Knowledge category Remember, the
Comprehension category Understanding, and the Synthesis category Create. They also
rearranged the sequence of Synthesis and positioned it at the top of the triangle under the term
Create. As a result, Anderson and Krathwohl's (2001) changed Bloom's taxonomy to Remember,
Understand, Apply, Analyze, Evaluate, and Create.
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 The 󰈤
Blo󰈡󰈚 󰈩󰉏󰈏󰈼ed
’󰈼 T󰇽
xo󰈝󰈡
󰈛y

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 In󰈻󰉄ru󰇹󰉄󰈎󰈢na󰈗 󰈡󰇻j󰇵󰇹󰉄iv󰈩 󰈸󰇵󰈘at󰈩󰇷 󰉄󰈢
Rem󰈩󰈚󰇻󰇵ri󰈝󰈈
● Given a map of world, students will label the
country capitals with 90% accuracy.

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 In󰈻󰉄ru󰇹󰉄󰈎󰈢na󰈗 󰈡󰇻j󰇵󰇹󰉄iv󰈩 󰈸󰇵󰈘at󰈩󰇷 󰉄󰈢
Un󰇷e󰈹s󰉃󰈀󰈞d󰈏󰈝󰈈

● After a lesson on place value, students will be able

to estimate how many lemons they would need to
start a lemonade stand during a class discussion.

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 In󰈻󰉄ru󰇹󰉄󰈎󰈢na󰈗 󰈡󰇻j󰇵󰇹󰉄iv󰈩 󰈸󰇵󰈘at󰈩󰇷 󰉄󰈢
Ap󰈥󰈘yi󰈝󰈈
● The students will be able to solve three out of
four quadratic equations, without the aid of
outside materials, in thirty minutes.

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 In󰈻󰉄ru󰇹󰉄󰈎󰈢na󰈗 󰈡󰇻j󰇵󰇹󰉄iv󰈩 󰈸󰇵󰈘at󰈩󰇷 󰉄󰈢
Ana󰈗󰉙z󰈎󰈝󰈈

● After completing the online objectives tutorial, the

students will construct three well-written
instructional objectives with all four critical
components scoring Proficient or better on the
scoring rubric.
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 In󰈻󰉄ru󰇹󰉄󰈎󰈢na󰈗 󰈡󰇻j󰇵󰇹󰉄iv󰈩 󰈸󰇵󰈘at󰈩󰇷 󰉄󰈢 Eva󰈗󰉉󰇽󰉄in󰈇
● Given a list of alternatives on a
multiple-choice test, the students
will select the definitions for the
terms triangle, rectangle, square,
trapezoid, and circle with 100
percent accuracy.

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In󰈻󰉄ru󰇹󰉄󰈎󰈢na󰈗 󰈡󰇻j󰇵󰇹󰉄iv󰈩 󰈸󰇵󰈘at󰈩󰇷 󰉄󰈢 Cre󰈀󰉃󰈏󰈞g

● Using three different references, a student

will write a research paper on a specific
topic.

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 The 󰈎󰈝󰇿󰈢r󰈚a󰉄󰈎󰈢na󰈗 󰈡󰇻j󰇵󰇹󰉄iv󰈩 󰇽󰈃e󰈸 󰈛󰈡d󰈏󰇾󰉙in󰈇 󰉄h󰈩
in󰈻󰉄r󰉉󰇹󰉄󰈏on󰈀󰈗 󰈢󰇻je󰇹󰉄󰈎v󰇵 󰈸e󰈘󰈀t󰇵󰇷 󰉄o R󰈩m󰇵󰈚󰇻er󰈎󰈝󰈈

● Instructional objective: Given a list of industries and

united states regions, the students will match each
industry to its respective region with 90 percent
accuracy.
● Informative objective: The student will match major
industries to their respective region in the united
states.
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My 󰉒e󰈀󰈕n󰇵󰈻󰈼es 󰈀󰈝󰇶 s󰉃󰈹en󰈇󰉄h󰈻 󰇻as󰈩󰇷 󰈢󰈞 t󰈊e 󰈹󰈩s󰉊󰈗󰉄s o󰇾 S󰈕󰈎l󰈗󰈼 f󰈢󰈸
Effec󰉃󰈎󰉐󰇵 Te󰈀c󰈊󰈏󰈞g Ru󰇼󰈹󰈎c
According to the Skills for Effective
Teaching Rubric, I am proficient in Designing instruction, developing a
quality planning and preparation learning culture, managing the
(knowledge of content, pedagogy, classroom, speaking clearly and
resources, and students, as well as correctly, engaging students in
designing student evaluation), learning, reflection on my teaching,
managing student behavior, organizing and contributions to the school and
physical space, using effective district are my key areas of
questioning and discussion techniques, weakness. I need to work on
providing feedback to students, improving my ability to
maintaining accurate records, communicate effectively and
communication with families, and properly, as well as contribute to
professional growth. the school and district.

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 Res󰈡󰉊󰈸󰇸es:
Anderson, L. W. and 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)
Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for
Teaching. Retrieved [todaysdate] from
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.
https://members.aect.org/pdf/proceedings/proceedings15/2015i/15_04.pdf
https://www.coloradocollege.edu/other/assessment/how-to-assess-learnin
g/learning-outcomes/blooms-revised-taxonomy.html#:~:text=There%20are
%20six%20levels%20of,analyzing%2C%20evaluating%2C%20and%20creating.
https://www.gowrishankarnath.com/files/NorthEastern_University_Blooms_
Taxonomy.pdf
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