Bloom's Taxonomy's

Bloom's Taxonomy "Revised"
Key Words, Model Questions, & Instructional Strategies
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Bloom’s Taxonomy (1956) has stood the test of time. Recently Anderson & Krathwohl (2001) have proposed some minor changes to include the renaming and reordering of the

taxonomy. This reference reflects those recommended changes.
I. REMEMBER (KNOWLEDGE)

(shallow processing: drawing out factual answers, testing recall and recognition)

Verbs for Objectives	Model Questions	Instructional Strategies
choose describe define identify label list locate match memorize name omit recite recognize select state	Who? Where? Which One? What? How? What is the best one? Why? How much? When? What does It mean?	Highlighting Rehearsal Memorizing Mnemonics

II. UNDERSTAND (COMPREHENSION)
(translating, interpreting and extrapolating)

Verbs for Objectives	Model Questions	Instructional Strategies
classify defend demonstrate distinguish explain express extend give example illustrate indicate interrelate interpret infer judge match paraphrase represent restate rewrite select show summarize tell translate	State in your own words. Which are facts? What does this mean? Is this the same as. . .? Give an example. Select the best definition. Condense this paragraph. What would happen if . . .? State in one word . . . Explain what is happening. What part doesn't fit? Explain what is meant. What expectations are there? Read the graph (table). What are they saying? This represents. . . What seems to be . . .? Is it valid that . . .? What seems likely? Show in a graph, table. Which statements support . . ? What restrictions would you add?	Key examples Emphasize connections Elaborate concepts Summarize Paraphrase STUDENTS explain STUDENTS state the rule "Why does this example. . .?" create visual representations (concept maps, outlines, flow charts organizers, analogies, pro/con grids) PRO\| CON NOTE: The faculty member can show them, but they have to do it. Metaphors, rubrics, heuristics

III. APPLY

(Knowing when to apply; why to apply; and recognizing patterns of transfer to situations that are new, unfamiliar or have a new slant for students)

Verbs for Objectives	Model Questions	Instructional Strategies
apply choose dramatize explain generalize judge organize paint prepare produce select show sketch solve use	Predict what would happen if Choose the best statements that apply Judge the effects What would result Tell what would happen Tell how, when, where, why Tell how much change there would be Identify the results of	Modeling Cognitive apprenticeships "Mindful" practice – NOT just a "routine" practice Part and whole sequencing Authentic situations "Coached" practice Case studies Simulations Algorithms

IV. ANALYZE (breaking down into parts, forms)

Verbs for Objectives	Model Questions	Instructional Strategies
analyze categorize classify compare differentiate distinguish identify infer point out select subdivide survey	What is the function of . . .? What's fact? Opinion? What assumptions. . .? What statement is relevant? What motive is there? Related to, extraneous to, not applicable. What conclusions? What does the author believe? What does the author assume? Make a distinction. State the point of view of . . . What is the premise? State the point of view of . . . What ideas apply? What ideas justify the conclusion? What's the relationship between? The least essential statements are What's the main idea? Theme? What inconsistencies, fallacies? What literary form is used? What persuasive technique? Implicit in the statement is . . .	Models of thinking Challenging assumptions Retrospective analysis Reflection through journaling Debates Discussions and other collaborating learning activities Decision-making situations

V. EVALUATE (according to some set of criteria, and state why)

Verbs for Objectives	Model Questions	Instructional Strategies
appraise judge criticize defend compare	What fallacies, consistencies, inconsistencies appear? Which is more important, moral, better, logical, valid, appropriate? Find the errors.	Challenging assumptions Journaling Debates Discussions and other collaborating learning activities Decision-making situations

VI. CREATE (SYNTHESIS)

(combining elements into a pattern not clearly there before)

Verbs for Objectives	Model Questions	Instructional Strategies
choose combine compose construct create design develop do formulate hypothesize invent make make up originate organize plan produce role play tell	How would you test. . .? Propose an alternative. Solve the following. How else would you . . .? State a rule.	Modeling Challenging assumptions Reflection through journaling Debates Discussions and other collaborating learning activities Design Decision-making situations

Web References:

http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

http://www.fwl.org/edtech/blooms.html

http://apu.edu/~bmccarty/curricula/mse592/intro/tsld006.htm

http://152.30.11.86/deer/Houghton/learner/think/bloomsTaxonomy.html

http://amath.colorado.edu/appm/courses/7400/1996Spr/bloom.html

http://www.stedwards.edu/cte/bloomtax.htm

http://quarles.unbc.edu/lsc/bloom.html

http://www.wested.org/tie/dlrn/blooms.html

http://www.bena.com/ewinters/bloom.html

http://weber.u.washington.edu/~krumme/guides/bloom.html

References:

Anderson, L. W. & Krathwohl, D. R. (2001). A Taxonomy for learning, teaching, and assessing.

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. New York: Longmans.

John Maynard, University of Texas, Austin

Marilla Svinicki, University of Texas, Austin

Compiled by the IUPUI Center for Teaching and Learning, Revised December 2002