Bloom’s Revised

Taxonomy of Educational
Objectives
Bloom’s Taxonomy of Educational
Objectives (Backgrounder)

▪ Taxonomy - a hierarchical model that describes classification and

sequencing procedures

▪ 1956 - The Taxonomy of Educational Objectives: the Classification of

Educational Goals Handbook 1: Cognitive Domain was published

▪ Benjamin Bloom - developed the most prominent methods for

categorizing differences in thinking skills
▪ 1964 - Bloom and his colleagues published Handbook II, The
Affective
Domain in 1964
Bloom’s Taxonomy of Educational
Objectives (Original)

▪ a model that described the different levels of learning outcomes that

target what skills and competencies the teachers aim to develop in
the learners

▪ includes six levels of cognition ranging from recall or knowledge to

evaluation of knowledge

▪ progress from simple to more complex levels of thinking

▪ HOTS (higher order thinking skills) : analysis, synthesis, evaluation
Bloom’s Taxonomy of Educational
Objectives (Original)

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge
Bloom’s Taxonomy of Educational
Objectives (Original)

Evaluation

Synthesis

• facts, stating memorized

Analysis
rules, principles or
definitions
Application
• includes memorizing,
Comprehension
recognizing or recalling
factual information
• Use: list, identify, name,
Knowledge recite and define
Bloom’s Taxonomy of Educational
Objectives (Original)

Evaluation

Synthesis

• understanding concepts,
Analysis
rules and principles

Application • organizing, describing

and interpreting concepts
Comprehension • Use: describe, interpret,
explain, illustrate,
Knowledge
summarize, restate and
defend
Bloom’s Taxonomy of Educational
Objectives (Original)

Evaluation

Synthesis

Analysis

• Using the concepts and

Application principles in real life
situation
Comprehension
• Use: apply, classify,
demonstrate, discover,
Knowledge predict, show, solve and
compare
Bloom’s Taxonomy of Educational
Objectives (Original)

• requires higher level

Evaluation

thinking skills such as

Synthesis finding underlying
structures, separating the
Analysis whole into its components,
identifying motives and
Application
recognizing hidden
•
meanings
Comprehension
Use: analyze, ascertain,
Knowledge diagram, differentiate,
discriminate, examine,
determine, classify,
investigate, construct and
Bloom’s Taxonomy of Educational
Objectives (Original)
• Students put together
elements of what had been
Evaluation learned in a new way
• expected to create an
Synthesis original product based on the
knowledge acquired,
Analysis combine the ideas presented
into a new whole or relate
Application several ideas into a
consistent concept.
Comprehension
• Use: combine, compile, create,
design, develop, expand,
Knowledge
integrate, extend, originate,
synthesize and formulate
Bloom’s Taxonomy of Educational
Objectives (Original)

Evalu • highest level of cognition

ation • students can now assess or
judge, based on a set of
Synthesis
standards, on what they learned

Analysis
• expected to make thoughtful
value decisions with reference
Application
to
knowledge, resolve differences
Comprehension
and controversies and develop
personal opinions, judgments
• and decisions
Knowledge

Use: assess, critique, judge,

appraise, contrast, evaluate,
weigh and recommend
Revised Taxonomy

▪ Lorin Anderson (a former student of Bloom), David

Krathwohl and a group of cognitive psychologist, updated
the taxonomy
Revised Taxonomy

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering
Revised Taxonomy

Creating

Evaluating

Analyzing
• Can the student recall
or remember the
information?
Applying

• Use: define, duplicate,

Understanding list, memorize, recall,
repeat, reproduce, state
Remembering
Revised Taxonomy

Creating

Evaluating

• Can the student explain

Analyzing ideas or concepts?
• Use: classify, describe,
Applying
discuss, explain,
identify, locate,
Understanding recognize, report, select,
translate, and
Remembering
paraphrase
Revised Taxonomy

Creating

Evaluating
• Can the student use the
information in a new
Analyzing way?
• Use: choose,
Applying demonstrate, dramatize,
Understanding
employ, illustrate,
interpret, operate,
Remembering schedule, sketch, solve,
use, and write
Revised Taxonomy

Creating

Evaluating
• Can the student
distinguish between the
Analyzing different parts?
• Use: appraise, compare,
Applying
contrast, criticize,
Understanding
differentiate,
discriminate, distinguish,
Remembering examine, experiment,
question, and test
Revised Taxonomy

Creating

Evaluating

Analyzing • Can the student justify a

stand or decision?
• Use: appraise, argue,
Applying

Understanding
defend, judge, select,
support, value, and
Remembering
evaluate
Revised Taxonomy

Creating

Evaluating

Analyzing • Can the student create a

new product or point of
Applying view?
• Use: construct, create,
Understanding
develop, formulate, and
Remembering
write
Differences between the Old and the
Revised Taxonomies

Evaluation Creating

Synthesis Evaluating

Analysis Analyzing

Applicatio Applying
n
Comprehension Understanding

Knowledge Remembering

1. The levels/categories of thinking in the old taxonomy were nouns,

while in the revised taxonomy they are verbs.
Differences between the Old and the
Revised Taxonomies

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.
Differences between the Old and the
Revised Taxonomies

Evaluation Creating

Synthesis Evaluating

Analysis Analyzing

Application Applying

Comprehension Understanding

Knowledge Remembering

3. The knowledge level was changed to remember.

Differences between the Old and the
Revised Taxonomies

Evaluation Creating

Synthesis Evaluating

Analysis Analyzing

Application Applying

Comprehension Understanding
Knowledge Remembering

4. The comprehension level was changed to understand.

Differences between the Old and the
Revised Taxonomies

Evaluation Creating

Evaluating
Synthesis

Analysis Analyzing

Application Applying

Understanding
Comprehension

Remembering
Knowledge

5. Synthesis was changed to create and was placed at the highest level.
Differences between the Old and the
Revised Taxonomies

6. The cognitive domain now includes two dimensions: 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).
Two Dimensions of the Revised
Taxonomy

Cognitive Dimension
▪ includes the hierarchical or ordered levels of thinking. It represents a
continuum of increasing cognitive complexity – from remember to
create.

▪ remember, understand, apply, analyze, evaluate and create

lower order thinking skills---------------------------• higher order thinking skills
remember understand apply analyze evaluate create

recognJzing interpreting executing differentiating checking ( generating

(identifying) (clarifying, (carrying out) (discriminating, coordinating. (hypothesizing)
paraphrasing, distin$Juishing, detecting,
recalling representing, implementing focusing.
monltoring, planning
translating) testing)
(retrieving) (using) selecting) (designing)
exemplifying organizing critiquing
(judging)
producing
(illustrating, (findjng
instantiating)
(constn.Jct)
coherence.
int~rating,
classifying outlining,
(categorizing, parsing,
subsuming) structuring)
summarizJng attributing
(abstracting, (deconstructing)
generalizing)

inferring
(concluding.
extrapolating,
interpolating,
predicting)

comparing
(contrasting,
mapping,
matching)
explaining
(constructing
models)
Two Dimensions of the Revised
Taxonomy

Knowledge Dimension
▪ includes four knowledge categories: factual, conceptual, procedural
and metacognitive.

▪ The knowledge ranges from concrete (factual) to abstract

(metacognitive).
concrete knowledge------------------• abstract knowle
factu I concept procedur
dge
metacogn
al ual al ltlve
knowledge of termi knowl knowledge of strategic knowl
nology edge of a subject- edge
knowledge of s classificati nd specific skill knowledge about
pecific details ons s and cognitive tasks, in
and elements knowledge cluding
categorie of pri knowledge
algorithms of
nciples subject- appropriate context
s ual and
and generalizations specific techniqu
es and methods conditional knowledge
knowledge of th
eories, models, a knowledge of crite self-knowledge
nd structures ria for determinin
g when to u
se appropriate pr
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.
Practical Guide in Using the Revised
Taxonomy

Cognitive Dimension Sample Action Words Suggested Activities,

Levels Outputs or Outcomes

Recall, name, list, state, Recitations, worksheets,

Remember
tell, reproduce, describe, definitions, fact charts, lists
(recalling information)
locate, write, find,
underline, define, define,

duplicate, list, memorize,

recall, repeat, reproduce,

state
Practical Guide in Using the Revised
Taxonomy

Cognitive Dimension Levels Sample Action Words Suggested Activities,

Outputs or Outcomes

Explain, translate, interpret, Story problems, drawing,

Understand
discuss, describe, define, show and tell, summary,
(explaining information and
report, predict, classify, paraphrasing
concepts)
describe, discuss, explain,
identify, locate, recognize,
report, select, translate, and
paraphrase
Practical Guide in Using the Revised
Taxonomy

Cognitive Dimension Levels Sample Action Words Suggested Activities,

Outputs or Outcomes

Use, solve, implement, Presentation, role-playing,

Apply
construct, practice, execute, simulation, collection,
(using information in a new
demonstrate, dramatize, model, scrapbook, product
way)
choose, demonstrate,
dramatize, employ,

illustrate, interpret, operate,

schedule, sketch, solve, use,

and write
 Practical Guide in Using the Revised
Taxonomy

Cognitive Dimension Levels Sample Action Words Suggested Activities, Outputs

or Outcomes

Compare, distinguish, Chart, plan, questionnaire,

Analyze
investigate, infer, contrast, spreadsheet, summary, survey
(distinguishing different parts
separate, differentiate,
of a whole)
sequence, appraise, compare,
contrast, criticize, differentiate,
discriminate, distinguish,
examine, experiment,
question, and test
Practical Guide in Using the Revised
Taxonomy

Cognitive Dimension Levels Sample Action Words Suggested Activities,

Outputs or Outcomes

Assess, debate, defend, Opinion, judgement,

Evaluate
dispute, judge, appraise, recommendation, report, self-
(defending a concept or idea)
check, decide, justify, rate, evaluation, position paper,
appraise, argue, defend, critique
judge, select, support, value,
and evaluate
Practical Guide in Using the Revised
Taxonomy

Cognitive Dimension Levels Sample Action Words Suggested Activities,

Outputs or Outcomes

Change, design, formulate, Framework, model, story,

Create
improve, plan, propose, multimedia presentation,
(creating something new)
invent, devise, generate, poem, haiku, song, essay
compose, combine,
assemble, construct, create,
develop, formulate, and write
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 levels.

▪ It helps in the drafting of learning standards across levels.

▪ It serves as a guide in evaluating the school’s curriculum
objectives,
activities and assessments.
▪
It guides the teacher in formulating learning outcomes that tap
higher order thinking skills.
Subject Area:
Competency Code Estimated no. Cognitive Knowledge Pedagogy to be Sample
of days Process Dimension used Assessment
Dimension Question