The Revised Bloom’s

Taxonomy of Educational
Objectives
Who created Bloom’s Taxonomy?
 Benjamin Samuel Bloom
• Born: February 21, 1913 Lansford,
Pennsylvania, US
• Died: September 13, 1999 (86) Chicago,
Illinois, US
• An American educational psychologist •
Contributions: The classification of educational
objectives and the theory of mastery learning
• He developed a “Taxonomy of Educational
Objectives”
 The Bloom’s Taxonomy of Educational Objectives (Original)

• It is a hierarchical model developed in 1956

• Includes six levels of cognition ranging from
recall of knowledge to evaluation of
knowledge.
• Three domain: Cognitive, affective, and
psychomotor
 Knowledge

• facts, starting memorized rules,

principles or definitions
• Includes memorizing recognizing or
recall ng factual information
• Use: list, identity, name, recite and
define
 Comprehensio
n concepts,
• Understanding
rules and principles
• Organizing, describing and
interpreting concepts
• Use: describe, interpret,
explain, illustrate,
summarize, restate and
defend
 Applicatio
n
• Using the concepts and principles in
real life situation
• Use: apply, classify, demonstrate,
discover, predict, show solve and
compare
 analysis

• Requires higher level thinking skills such as

finding underlying structures, separating the
whole into its components, identifying motives
and recognizing hidden meanings.
 Synthesi
s
• Students put together elements of what had
been learned in a new way.
• expected to create an original product based
on the knowledge acquired, combine the ideas
presented into a new whole or relate several
ideas into a consistent concept.
 Evaluation
• Highest level of cognition
• Students can now assess or judge, based
on a set of standards, on what they learned.
• Expected to make thoughtful value
decisions with reference to knowledge,
resolve differences and controversies and
develop personal opinions, judgments and
decisions.
Who are the authors behind the
revision of Bloom’s Taxonomy?
 lORIn ANDERSON
• Born: May 21, 1945 (age 78 years)
• Carolina Distinguished Professor Emeritus,
University of South Carolina (USA)
• he has spent his time consulting with
educators and policy makers on the
revised Bloom’s Taxonomy, curriculum
development, and effective teaching
strategies for children of poverty in the
United States, Eastern Europe, and South
America.
 dAVID KRATHWOHL
• Born: May 14, 1921
• Died: October 13, 2016
• an American educational psychologist
• He was the director of the Bureau of
Educational Research at Michigan State
University
• He was also a past president of the
American Educational Research Association.
• He is studying with Benjamin
• he co-authored the Taxonomy of
Educational Objectives
 revised taxonomy

• The revised taxonomy focuses on six levels: remember,

understand, apply, analyze, evaluate and create.
• The authors of the revised taxonomy underscore this dynamism,
using verbs and gerunds to label their categories and
subcategories (rather than the nouns of the original taxonomy).
 Remembering
• This level helps build a solid
foundation and acts as a stepping
stone towards more complex learning.
• At this level, students are asked
to memorize and recall facts.
• Use: define, list, memorize, recall,
repeat , state, etc
 understanding

• grasp the meaning of something.

• use: explain, paraphrase,
describe, summarize, etc
 applying

• Can the student use the information

in a new way?
• Objective verbs in this level may be:
choose, demonstrate, dramatize,
employ, illustrate, interpret, operate,
schedule, sketch, solve, use, and
write.
 analyzing
• Can the student distinguish
between the different parts? • The
following verbs may be used in
writing the objectives: appraise,
compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question, and test.
 evaluating

• Can the student justify a stand or

decision? • The following verbs may be
used in this level: appraise, argue,
defend, judge, select, support, value,
and evaluate.
• Can the student create a
new product or point of view?
• The following verbs may be
used: assemble, construct,
create, develop, formulate,
and write.

creating
Differences between the old
and revised taxonomy
1. The levels/categories of thinking in the old taxonomy were
nouns, while in the revised taxonomy they are verbs.
2. While the revised taxonomy remains to be in hierarchical
levels of Increasing complexity, it is intended to be more
flexible, allowing the categories to overlap.
3. The knowledge level was changed to remember.
4. The comprehension level was changed to understand.
5. Synthesis was changed to create and was placed at the
highest level.
6. The cognitive domain now includes two dimensions; the
cognitive dimension and the knowledge dimension. The
knowledge dimension of the old taxonomy (factual, conceptual,
profedural, metacognitive).
 2 Dimensions of the Revised Taonomy

• includes the hierarchical or • includes four knowledge

ordered levels of thinking. It categories: factual,
represents a continuum of conceptual, procedural and
increasing cognitive complexity –
metacognitive.
from remember to create.
• The knowledge ranges from
• These are all verbs. These are
remember, understand, apply,
concrete (factual) to abstract
analyze, evaluate and create. (metacognitive).
cognitive knowledge
dimension dimension
 Formulating a Learning Objective
• Consider what level of thinking (cognitive) should be achieved and what type
of knowledge should be taught. The level of thinking is always represented by
the verb, while the knowledge dimension is always represented by the noun.
• Example:at the end of the lesson, the learner will be able to: Explain the
photosynthesis process, explain is the action word which is fall under the
second cognitive dimension level UNDERSTAND, and photosynthesis is the
noun that fall under procedural knowledge.
 uses of the revised taxonomy

• It provides educators with a common set of terms and levels

about learning outcomes that help in planning across
subject matter and grade level.
• It helps in the drafting of learning standards across levels.
• It serves as a guide in evaluation the schools curriculum
objectives, activities and assessment.
• It guides the teacher in formulating learning outcomes that
tap higher order thinking skills.
Thank
You ❤