Beyond Bloom’s

Taxonomy
TLE DEPARTMENT
Peer Teaching
By Marlon L. Lalaguna
 Objectives

• Compare the difference between Bloom’s, and

Anderson and Krathwohl’s Taxonomy of
cognitive domain
• Identify the different levels of knowledge in the
Anderson and Krathwohl’s Taxonomy
• Construct test questions for each cognitive level
• Suggest potential activities and products
A Flash Back
THE BLOOM’S TAXONOMY
 The Bloom’s Taxonomy

Bloom’s Taxonomy is a classification system

developed in 1956 by education psychologist
Benjamin Bloom to categorize intellectual skills
and behavior important to learning. Bloom
identified six cognitive levels: knowledge,
comprehension, application, analysis,
synthesis, and evaluation, with sophistication
growing from basic knowledge-recall skills to the
highest level, evaluation.
 The Bloom’s Taxonomy
Discussions during the 1948
Convention of the American
Psychological Association led
Benjamin Bloom to spearhead a
group of educators who eventually
undertook the ambitious task of
classifying educational goals and
objectives. Their intent was to develop
a method of classification for thinking
behaviors that were believed to be
important in the processes of learning.
Benjamin Bloom
Image source: http://epltt.coe.uga.edu
 The Bloom’s Taxonomy
Eventually, this framework became a taxonomy of three
domains:
• The cognitive
knowledge based domain, consisting of six levels: (knowledge,
comprehension, application, analysis, synthesis, and evaluation)
• The affective
attitudinal based domain, consisting of five levels: (receiving,
responding, valuing, organizing, and characterizing)
• The psychomotor
skills based domain, consisting of seven levels: (perception, set,
guided response, mechanism, complex overt response,
adaptation, and origination)
The Bloom’s Taxonomy
The New Version of the Cognitive Taxonomy
THE REVISED BLOOM’S
TAXONOMY
 The Revised Bloom’s Taxonomy
During the 1990's, former student of Bloom, Lorin
Anderson, working with one of Bloom’s partners in the
original work on cognition, David Krathwohl, led a new
assembly which met for the purpose of updating the
taxonomy, hoping to add relevance for 21st century
students and teachers. This time "representatives of three
groups were present: cognitive psychologists, curriculum
theorists and instructional researchers, and testing and
assessment specialists" (Anderson, & Krathwohl, 2001, p.
xxviii).
The Revised Bloom’s Taxonomy

Lorin W. Anderson David R. Krathwohl

Image source: http://www.erpjournal.net Image source: http://soe.syr.edu
 The Revised Bloom’s Taxonomy
Changes in Terms:
•The name of six categories were changed from noun to verb
forms
•The subcategories of six major categories were also
replaced by verbs and some subcategories were reorganized
•The knowledge category was renamed and replaced by the
word remembering instead.
•Comprehension and synthesis were retitled to creating
and understanding respectively.
 The Revised Bloom’s Taxonomy
Promotion of Create (Synthesis)
One notable difference of the classic Bloom’s taxonomy
(1956) from the newer version (2001) is that the last two
categories have been reversed. This puts create (synthesis)
into the most complex level.

Image source: http://www4.uwsp.edu

 The Revised Bloom’s Taxonomy
Major Difference:
The major difference in the updated version is in the more
useful and comprehensive additions of how the taxonomy
intersects and acts upon different types and levels of
knowledge -- factual, conceptual, procedural and
metacognitive.      

This feature has the potential to make teacher assessment,

teacher self-assessment, and student assessment easier or
clearer as usage patterns emerge.
Comparison of Bloom’s to Anderson and
Krathwohl’s Cognitive Taxonomy

Bloom’s Taxonomy (1956) Anderson and Krathwohl’s

Taxonomy (2001)
1. Knowledge: Remembering or 1. Remembering: Retrieving,
retrieving previously learned recalling, or recognizing knowledge
material. Examples of verbs that from memory. Remembering is
relate to this function are:   when memory is used to produce
definitions, facts, or lists, or
know define record
recite or retrieve material.
identify recall name
relate memorize recognize
list repeat acquire
Comparison of Bloom’s to Anderson and
Krathwohl’s Cognitive Taxonomy

Bloom’s Taxonomy (1956) Anderson and Krathwohl’s

Taxonomy (2001)
2. Comprehension: The ability to 2. Understanding:  Constructing
grasp or construct meaning from meaning from different types of
material. Examples of verbs that functions be they written or graphic
relate to this function are:   messages activities like
identify
interpreting, exemplifying,
restate illustrate
locate discuss interpret classifying, summarizing,
report describe draw inferring, comparing, and
recognize review represent explaining. 
explain infer differentiat
express conclude e
Comparison of Bloom’s to Anderson and
Krathwohl’s Cognitive Taxonomy

Bloom’s Taxonomy (1956) Anderson and Krathwohl’s

Taxonomy (2001)
3. Application: The ability to use 3. Applying:  Carrying out or using a
learned material, or to implement procedure through executing, or
material in new and concrete implementing. Applying related
situations. Examples of verbs that and refers to situations where
relate to this function are:   learned material is used through
organize products like models,
apply practice
relate employ calculate presentations, interviews or
develop restructure show simulations.
translate  interpret exhibit
use  demonstrate dramatize
operate
Comparison of Bloom’s to Anderson and
Krathwohl’s Cognitive Taxonomy

Bloom’s Taxonomy (1956) Anderson and Krathwohl’s

Taxonomy (2001)
4. Analysis: The ability to break 4. Analyzing:  Breaking material or
down or distinguish the parts of concepts into parts, determining
material into its components so that how the parts relate or interrelate
its organizational structure may be to one another or to an overall
better understood. Examples of structure or purpose. Mental
verbs that relate to this function actions included in this function are
are:   differentiating, organizing, and
differentiate experiment
attributing, as well as being able
analyze
compare contrast scrutinize
to distinguish between the
probe investigate discover components or parts.
inquire detect inspect
examine survey dissect
contrast classify discriminate
categorize deduce
separate
Comparison of Bloom’s to Anderson and
Krathwohl’s Cognitive Taxonomy

Bloom’s Taxonomy (1956) Anderson and Krathwohl’s

Taxonomy (2001)
5. Synthesis: The ability to put parts 5. Evaluating:  Making judgments
together to form a coherent or based on criteria and standards
unique new whole. Examples of through checking and critiquing.
verbs that relate to this function Critiques, recommendations, and
are:    reports are some of the products
plan that can be created to demonstrate
compose propose
produce invent develop the processes of evaluation.  In the
design formulate arrange newer taxonomy evaluation comes
assemble collect construct
set up
before creating as it is often a
create organize
prepare generalize originate
necessary part of the precursory
predict document derive behavior before creating
modify combine write something.   
tell relate propose
Comparison of Bloom’s to Anderson and
Krathwohl’s Cognitive Taxonomy

Bloom’s Taxonomy (1956) Anderson and Krathwohl’s

Taxonomy (2001)
6. Evaluation: The ability to judge, 6. Creating: Putting elements
check, and even critique the value together to form a coherent or
of material for a given purpose. functional whole; reorganizing
Examples of verbs that relate to elements into a new pattern or
this function are:   structure through generating,
argue planning, or producing. Creating
judge validate
assess decide consider requires users to put parts together
compare choose appraise in a new way or synthesize parts
evaluate rate value
select
into something new and different a
conclude criticize
measure estimate infer
new form or product.  This process
deduce is the most difficult mental function
in the new taxonomy.   
 Knowledge Dimensions
1. Factual Knowledge is knowledge that is basic to specific
disciplines. This dimension refers to essential facts,
terminology, details or elements students must know or be
familiar with in order to understand a discipline or solve a
problem in it. 

2. Conceptual Knowledge is knowledge of classifications,

principles, generalizations, theories, models, or structures
pertinent to a particular disciplinary area.   
 Knowledge Dimensions
3. Procedural Knowledge refers to information or knowledge
that helps students to do something specific to a discipline,
subject of study. It also refers to methods of inquiry, very
specific or finite skills, algorithms, techniques, and particular
methodologies. 

4. Metacognitive Knowledge is the awareness of one’s own

cognition and particular cognitive processes. It is strategic or
reflective knowledge about how to go about solving problems,
cognitive tasks, to include contextual and conditional
knowledge and knowledge of self. 
 Knowledge Dimensions
Here are the intersections as the processes impact the levels
of knowledge. Using a simple cross impact grid or table like
the one below, one can match easily activities and objectives
to the types of knowledge and to the cognitive processes as
well. 

Source: http://www4.uwsp.edu
 Knowledge Dimensions
3. Procedural Knowledge refers to information or knowledge
that helps students to do something specific to a discipline,
subject of study. It also refers to methods of inquiry, very
specific or finite skills, algorithms, techniques, and particular
methodologies. 

4. Metacognitive Knowledge is the awareness of one’s own

cognition and particular cognitive processes. It is strategic or
reflective knowledge about how to go about solving problems,
cognitive tasks, to include contextual and conditional
knowledge and knowledge of self. 
Let’s Dig In!
SAMPLE TEST QUESTIONS AND
ACTIVITIES WITH THE REVISED
BLOOM’S TAXONOMY
 Sample Questions

Questions for Remembering

•What happened after...?

•How many...?
•What is...?
•Who was it that...?
•Can you name ...?
•Find the meaning of…
•Describe what happened after…
•Who spoke to...?
•Which is true or false...?
 Sample Questions

Questions for Understanding

•Can you write in your own words?

•How would you explain…?
•Can you write a brief outline...?
•What do you think could have happened next...?
•Who do you think...?
•What was the main idea...?
•Can you clarify…?
•Can you illustrate…?
•Does everyone act in the way that …….. does?
 Sample Questions

Questions for Applying

•Do you know of another instance where…?

•Can you group by characteristics such as…?
•Which factors would you change if…?
•What questions would you ask of…?
•From the information given, can you develop a set of instructions about…?
 Sample Questions

Question for Analyzing

•Which events could not have happened?

•If. ..happened, what might the ending have been?
•How is...similar to...?
•What do you see as other possible outcomes?
•Why did...changes occur?
•Can you explain what must have happened when...?
•What are some or the problems of...?
•Can you distinguish between...?
•What were some of the motives behind..?
•What was the turning point?
•What was the problem with...?
 Sample Questions

Questions for Evaluating

•Is there a better solution to...?

•Judge the value of... What do you think about...?
•Can you defend your position about...?
•Do you think...is a good or bad thing?
•How would you have handled...?
•What changes to.. would you recommend?
•Do you believe...? How would you feel if. ..?
•How effective are. ..?
•What are the consequences..?
•What influence will....have on our lives?
•What are the pros and cons of....?
•Why is ....of value?
•What are the alternatives?
•Who will gain & who will loose?
 Sample Questions

Questions for Creating

•Can you design a...to...?

•Can you see a possible solution to...?
•If you had access to all resources, how would you deal with...?
•Why don't you devise your own way to...?
•What would happen if ...?
•How many ways can you...?
•Can you create new and unusual uses for...?
•Can you develop a proposal which would...?
 Using the 4 Knowledge
Dimensions
Specialization: TLE-ICT IV (Web Designing through HTML)
Question No. 1:
He is considered as the father of WWW?
A. Tim Berners-Lee B. Bill Gates C. Pat Beirne

Cognitive Processes
The Knowledge 1. 2. 3. 4. 5. 6.
Dimensions Remember Understand Apply Analyze Evaluate Create

Factual
Q1
Conceptual

Procedural

Metacognitive
 Using the 4 Knowledge
Dimensions
Specialization: TLE-ICT IV (Web Designing through HTML)
Question No. 2: You need to display the font as Monotype Corsiva, 4 pts.
and with underline style. Which line of codes will generate this correctly?
a.<font face=“Monotype Corsiva” size=4>Font</font>
b.<font face=“Monotype Corsiva” size=4<Font>/font>

Cognitive Processes
The Knowledge 1. 2. 3. 4. 5. 6.
Dimensions Remember Understand Apply Analyze Evaluate Create

Factual

Conceptual

Procedural
Q2
Metacognitive
 Using the 4 Knowledge
Dimensions
Specialization: TLE-ICT IV (Web Designing through HTML)
Question No. 3: Which of the following is TRUE about Internet
technology?
a.There is one single person that governs the WWW.
b.TCP/IP is the means of communication between two or more computers

Cognitive Processes
The Knowledge 1. 2. 3. 4. 5. 6.
Dimensions Remember Understand Apply Analyze Evaluate Create

Factual

Conceptual
Q3
Procedural

Metacognitive
 Using the 4 Knowledge
Dimensions
Specialization: TLE-ICT IV (Web Designing through HTML)
Question No. 4: How would you edit this line of code to display the image
properly? <img scr=“../my pictures/cutee.jpg” alt=“cutee” border=4>
a.Change the value for alt as number in pixel
b.Change scr attribute to src

Cognitive Processes
The Knowledge 1. 2. 3. 4. 5. 6.
Dimensions Remember Understand Apply Analyze Evaluate Create

Factual

Conceptual

Procedural

Metacognitive
Q4
 Using the 4 Knowledge
Dimensions
Specialization: TLE-ICT IV (Web Designing through HTML)
Question No. 5: Which of the following should be followed in web site
development.
a.Use contrasting colors against foreground color
b.Work within one directory with subfolders for supporting files

Cognitive Processes
The Knowledge 1. 2. 3. 4. 5. 6.
Dimensions Remember Understand Apply Analyze Evaluate Create

Factual

Conceptual
Q5
Procedural

Metacognitive
Potential Activities and Products

Remembering

•Make a list of the main events of the story

•Make a time line of events
•Make a facts chart
•Write a list of any pieces of information you can remember
•Make a chart showing…
•Make an acrostic
•Recite a poem.
Potential Activities and Products

Understanding

• Cut out, or draw pictures to show a particular event

• Illustrate what you think the main idea may have been
• Make a cartoon strip showing the sequence of events
• Write and perform a play based on the story
• Retell the story in your own words
• Write a summary report of the event
• Prepare a flow chart to illustrate the sequence of events
• Make a coloring book
Potential Activities and Products

Applying

• Construct a model to demonstrate how it works

• Make a diorama to illustrate an event
• Make a scrapbook about the areas of study
• Make a papier-mâché map / clay model to include relevant information about
an event
• Take a collection of photographs to demonstrate a particular point
• Make up a puzzle or a game about the topic
• Write a textbook about this topic for others
• Dress a doll in national costume
• Make a clay model
• Paint a mural using the same materials
• Design a marketing strategy for your product using a known strategy as a
model.
Potential Activities and Products

Analyzing

• Design a questionnaire to gather information

• Write a commercial to sell a new product
• Make a flow chart to show the critical stages
• Construct a graph to illustrate selected information
• Make a family tree showing relationships
• Devise a play about the study area
• Write a biography of a person studied
• Prepare a report about the area of study
• Conduct an investigation to produce information to support a view
• Review a work of art in terms of form, color and texture.
Potential Activities and Products

Evaluating

• Prepare a list of criteria to judge…

• Conduct a debate about an issue of special interest
• Make a booklet about five rules you see as important
• Convince others
• Form a panel to discuss views
• Write a letter to. ..advising on changes needed
• Write a half-yearly report
• Prepare a case to present your view about...
Potential Activities and Products

Creating

• Invent a machine to do a specific task

• Design a building to house your study
• Create a new product. Give it a name and plan a marketing campaign
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play, song or pantomime about…
• Design a record, book or magazine cover for...
• Sell an idea
• Devise a way to...
• Make up a new language and use it in an example.
Potential Activities and Products

Creating

• Invent a machine to do a specific task

• Design a building to house your study
• Create a new product. Give it a name and plan a marketing campaign
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play, song or pantomime about…
• Design a record, book or magazine cover for...
• Sell an idea
• Devise a way to...
• Make up a new language and use it in an example.
Quotes to Ponder:

“If we teach today’s students as we taught yesterday’s,

we rob them of tomorrow.” ~John Dewey 

“Learning is always rebellion... Every bit of new truth

discovered is revolutionary to what was believed before.”
~Margaret Lee Runbeck
THANK YOU FOR
LISTENING!

God Bless Us All

 References
Anderson, L. W. and David R. 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) 

Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The

Classification of Educational Goals, by a committee of college and university examiners.
Handbook I: Cognitive Domain. NY, NY: Longmans, Green 

Online:
http://www.lbschools.net/rogers/pdf/bloom.pdf
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm