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The Revised Bloom’s Taxonomy:
An Overview
Lorin Anderson
University of South Carolina
A Fundamental Truth
We don’t see the world as it is;
we see the world through the
lens through which we look at
it.
Bloom’s Taxonomy as a
Framework
A taxonomy of educational objectives “could do much to
bring order out of chaos in the field of education. It could
furnish the conceptual framework around which our
descriptions of educational programs and experiences
could be oriented. It could furnish a framework for the
development of educational theories and research. It could
furnish the scheme needed for training our teachers and for
orienting them to the varied possibilities of education”
(Bloom, 1949)
Who were the taxonomists?
Post World War II
 Students received course credit by passing
the examinations (credit-by-examination)
 Quite obviously, the exams had to be
based on course objectives (validity) and
of sufficient length to be reliable.
 University Examiners
 Responsible for designing or helping to
design end-of-course examinations

They Needed a Set of Categories that
Cut-Across Subject Areas
“Although the objectives … may be specified
in an almost unlimited number of ways,
the student behaviors involved in these
objectives can be represented by a
relatively small number of classes.
Therefore, the taxonomy is designed to be
a classification of the student behaviors
which represent the intended outcomes of
the educational process” (p. 18).
Looking Through a New Lens
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Original Bloom’s
“Bloom’sTaxonomy
Taxonomy
Without the Lens
The student will recall the names of
the parts of a flower.
With the Lens
The
This
student
is a knowledge
will recall the
objective.
names of
the parts of a flower.
Objectives were used to form
categories; then categories were
used to classify objectives.
80 % of the objectives fell into the
Knowledge category
The Revision
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Began in November 1996
Led by David Krathwohl
Involved cognitive psychologists, curriculum
theorists, teacher educators, and measurement
and assessment specialists.
Group met twice a year for four years.
Draft completed in 2000; text published in 2001.
Two books – soft cover for teachers and other
“practitioners” and hard cover for academicians.
In education, objectives are
statements of what we want
students to learn as a result of the
instruction we provide. Standards
are simply mandated objectives.
The Common Format of Objectives
Subject
Verb
S
V
Object
O
The SUBJECT is the Learner or
the Student.
The student (will)
The student (should)
The students (might)
Quite often, the subject is
implicit or understood.
The verbs provide clues as to the
cognitive process category intended
by the person or persons writing the
standard. Adopted from the original
Bloom’s taxonomy of educational
objectives, there are six cognitive
process categories.
Bloom
• Evaluation
Revised Bloom
• Create
• Synthesis
• Evaluate
• Analysis
• Analyze
• Application
• Apply
• Comprehension
• Understand
• Knowledge
• Remember
Each of the six cognitive process
categories was divided into specific
cognitive processes. Nineteen (19)
specific cognitive processes were
identified.
Cognitive Processes
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Remember
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Understand
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Recognizing
Recalling
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
Cognitive Processes (continued)
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Apply
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Analyze
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Evaluate
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Create
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Executing
Implementing
Differentiating
Organizing
Attributing
Checking
Critiquing
Generating
Planning
Producing
THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION
1.
REMEMBER
Recognizing
Recalling
2.
UNDERSTAND
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
3.
APPLY
Executing
Implementing
4.
ANALYZE
Differentiating
Organizing
Attributing
5.
EVALUATE
Checking
Critiquing
6.
CREATE
Generating
Planning
Producing
Unlike the verbs, the objects of the
standards are subject-specific (e.g.,
math, science, social studies). The
objects specify the CONTENT of the
standard. For several reasons,
CONTENT was replaced by
KNOWLEDGE.
What are Differences Between
Content and Knowledge?
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Content is subject-matter specific. If you
focused on content, then, you would need as
many taxonomies as there are subject matters
(e.g., one for science, one for history, etc.).
Content exists outside the student. A major
problem, then, is how to get the content inside
the student. When content gets inside the
student, it becomes knowledge. This
transformation of content to knowledge takes
place through the cognitive processes used by
the student.
Four Types of Knowledge
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Factual Knowledge
Conceptual Knowledge
Procedural Knowledge
Metacognitive Knowledge
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THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION
KNOWLEDGE
DIMENSION
FACTUAL
KNOWLEDGE
CONCEPTUAL
KNOWLEDGE
PROCEDURAL
KNOWLEDGE
METACOGNITIVE
KNOWLEDGE
1.
REMEMBER
Recognizing
Recalling
2.
UNDERSTAND
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
3.
APPLY
Executing
Implementing
4.
ANALYZE
Differentiating
Organizing
Attributing
5.
EVALUATE
Checking
Critiquing
6.
CREATE
Generating
Planning
Producing
THE TAXONOMY TABLE
1.
REMEMBER
Recognizing
Recalling
2.
UNDERSTAND
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
3.
APPLY
Executing
Implementing
4.
ANALYZE
Differentiating
Organizing
Attributing
5.
EVALUATE
Checking
Critiquing
6.
CREATE
Generating
Planning
Producing
A. Factual
Knowledge
A1
A2
A3
A4
A5
A6
B. Conceptual
Knowledge
B1
B2
B3
B4
B5
B6
C. Procedural
Knowledge
C1
C2
C3
C4
C5
C6
D. Metacognitive
Knowledge
D1
D2
D3
D4
D5
D6
How it Works
Explain the political alliances and
policies that impacted the United
States in the latter part of the 20th
Century, including NATO, the UN,
and OPEC
Verb = Explain
Object = the political alliances
and policies that impacted the
United States in the latter part
of the 20th Century
including NATO, the UN, and OPEC
[Extraneous information]
Verb = Explain = Understand
Object = the political alliances
and policies that impacted the
United States in the latter part
of the 20th Century =
Conceptual Knowledge
Summarize the provisions of the
13th, 14th, and 15th Amendments to
the Constitution, including how the
amendments protected the rights of
African Americans and sought to
enhance their political, social, and
economic opportunities
Verb = Summarize
Object = Provisions of the 13th,
14th, and 15th Amendments to
the Constitution
Including how the amendments
protected the rights of African
Americans and sought to enhance their
political, social, and economic
opportunities [Extraneous information]
Verb = Summarize = Understand
Object = Provisions of the 13th,
14th, and 15th Amendments to
the Constitution = Factual
Knowledge
THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION
KNOWLEDGE
DIMENSION
1.
REMEMBER
Recognizing
Recalling
2.
UNDERSTAND
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
FACTUAL
KNOWLEDGE
Standard 2
CONCEPTUAL
KNOWLEDGE
Standard 1
PROCEDURAL
KNOWLEDGE
METACOGNITIVE
KNOWLEDGE
3.
APPLY
Executing
Implementing
4.
ANALYZE
Differentiating
Organizing
Attributing
5.
EVALUATE
Checking
Critiquing
6.
CREATE
Generating
Planning
Producing
The SVO format of standards in
combination with the twodimensional structure of the
Taxonomy Table allows us to
classify standards so we better
understand their intent and
meaning in terms of student
learning.
Additional Benefits
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Increase curriculum alignment
Improve validity of assessments
Improve quality of instruction
Curriculum Alignment
Assessments
Objectives
Curriculum
Alignment
Instructional Activities/
Materials
Why is Alignment Important?
 Increases
validity of assessment
 Increases students’ opportunity to
learn
 Provides more accurate estimates
of teaching effectiveness
 Permits better instructional
decisions to be made
Traditional Alignment
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What content is included in the objective?
What content is included on the
assessment(s)?
Is the content included in the objective
and/or on the assessment included in the
instructional materials?
If the content is the same, there is a high
level of alignment.
Objectives
Assessments
ALIGNMENT
USING THE
TAXONOMY
TABLE
Instructional
Activities
Remember
Factual
Conceptual
Procedural
MetaCognitive
Understand
Apply
Analyze
Evaluate
Create
THE ANATOMY OF AN ASSESSMENT TASK
INTRODUCTORY MATERIAL
(1) Written
(2) Pictorial
(3) Realia
STEM
(1) Question
(2) Incomplete Statement
(3) Directive
RESPONSE
(1) Short-Answer
* Supply (Fill in the blank)
* Select (Multiple-choice,
Matching, True-False)
(2) Extended Response
* Written
* Performance
Remember Factual Knowledge
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No Introductory Material
Stem as Question or Incomplete
Statement
Supply (Recall) or Select (Recognize)
Format
Apply Procedural Knowledge
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Introductory Material is Present
Stem as Directive
Extended Response Format
Teaching Students to
"Remember Factual Knowledge"
1. Focus students’ attention on important facts and terms, using,
among other things, study guides, colors, and verbal markers.
2. Structure the information to be remembered (e.g., outlines,
diagrams, pictures).
3. Use repetition, incorporating songs and rhythmic activities (e.g.,
clapping, chanting, cheering).
4. Use mnemonic devices & acronyms; teach memory strategies
(e.g., rehearsal, elaboration, making connections with familiar
places and things).
5. Use distributed practice.
Teaching Students to "Understand Conceptual
Knowledge“
1.
Emphasize defining features or key characteristics; ask
"what makes X, X?"
2.
Give examples, non-examples, and “near” examples.
3.
Teach concepts in relation to one another; show
connections and relationships using visual
representations and graphic organizers.
4.
Use metaphors and similes.
5.
Use “hands-on” activities and manipulatives; build
models.
Why the Revised Taxonomy?
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Historical link (1949 to the present)
Two dimensions match the structure of all
objectives: subject-verb-object.
Complete “crossing” of rows with columns
makes knowledge and cognitive processes
equally important
The use of verbs is critical since the verbs
represent the cognitive processes that students
use on or with the content so that learning
occurs