Module 16

BLOOMS TAXONOMY
OF EDUCATIONAL
OBJECTIVES-
REVISED
(February 21, 1913 – September 13, 1999)

Was an American
educational
psychologist who made
contributions to the
classification of
educational objectives
and to the theory
of mastery learning.
OLD TAXONOMY
• In 1956, the Taxonomy of Educational
Objectives: The Classification of Educational
Goals Handbook 1 was published
• Blooms and his colleagues published Handbook
II, The Affective Domain in 1964.
• Other experts published a taxonomy for the
Psychomotor domain in 1996, 1970 and 1972
OLD TAXONOMY
1.KNOWLEDGE – Teaching with facts,
stating, memorized rules and principles
2.COMPREHENSION- Understanding
concepts, rules and principles.
3.APPLICATIONS- Proof of
comprehension of the concepts and
principles in using them in real life
situations
4. Analysis- (HOTS) Identifying motives
and recognizing hidden meaning
5. SYNTHESIS- Students put together
elements of what had been learned in a
new way.
6. EVALUATION- (Highest level) Student
can now assess or judge, based on a set
of standards on what they have learned.
Example of educational objectives using the taxonomy
At the end of the unit the student will be able to:
• Enumerate the characters in “The World is an Apple”
(knowledge)
• Summarize the story (comprehension)
• Apply the rules of subject-verb agreement when writing a
summary of the story (application)
• Compare and contrast the qualities of the characters in the
story. (evaluation)
• Write a song expressing the message or lesson of the story
(synthesis)
• Write a critique of the author’s writing style (evaluation)
REVISED TAXONOMY

After 45 years since the publication

of Bloom’s Taxonomy, a group led by
Loren Anderson (Blooms former
student) and David Krathwohl led a
new group of experts to work
together.
REVISED TAXONOMY
Difference between the old and
the Revised Taxonomy
1. The levels or categories of thinking in the old
category 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 change to remember.
4. The comprehension level was changed to
understand.
5. Synthesis was changed to create and was
placed at the higher level.
6. The cognitive domain now includes two
dimension the Cognitive Dimension and the
Knowledge Dimension. The knowledge
Dimension of the revised taxonomy was based on
the subcategories of knowledge in the old
taxonomy (factual, conceptual, procedural,
metacognitive)