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The Revised Bloom’s Taxonomy:
An Overview
Think about all who are
responsible for student
achievement
Student Achievement is a
Shared Responsibility

The Department of Public Instruction Deploys
STANDARDS

The District Designs

LOCAL CURRICULUM

The Teachers Design
INSTRUCTION
Importance of Alignment

Alignment is an even stronger predictor of
student achievement on standardized
tests than are socioeconomic status,
gender, race, and teacher effect.
(Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)
Learning occurs best when
there is:
A purposeful process that aligns what is:
– Written
– Taught
– Tested
 Attention to both:
– Content
– Cognitive Type

Taxonomies are tools for
aligning
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)
Bloom’s is familiar to MOST
educators
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Show old model
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Voiceover, “It has its limitations”
Bloom’s is familiar to MOST educators
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
It has limitations

The single dimension of the original
Bloom’s Taxonomy limits its utility in well
aligned instructional design.
INSTRUCTION

Teachers provide learning experiences, aligned with
local curriculum expectations, to prepare students to
meet the standards set by the state
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These learning experiences are framed by objectives
Objectives are statements of what
a teacher wants students to learn
as a result of the instruction
provided.
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)

Apply

Analyze

Evaluate

Create
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 clarity,
CONTENT was replaced by
KNOWLEDGE.
What are Differences Between
Content and Knowledge?

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
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.
Content Alignment
This is about the rows in RBT
“Does the teacher teach
and test the topics listed in
the curriculum?”
Cognitive Type Alignment
This is about the columns in RBT
“Do the students get to work
and think at the level the
curriculum prescribes?”
Additional Benefits
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
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.

Importance of Alignment

Alignment is an even stronger predictor of
student achievement on standardized
tests than are socioeconomic status,
gender, race, and teacher effect.
(Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)
Objectives
Assessments
ALIGNMENT
USING THE
TAXONOMY
TABLE
Instructional
Activities
Remember
Factual
Conceptual
Procedural
MetaCognitive
Understand
Apply
Analyze
Evaluate
Create
The Role of the Teacher
Aligning Cognitive Type
Remember
The learner is able to recall, restate and
remember learned information.
–
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–
–
–
–
–
–
Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Can you recall information?
Remember in the Classroom
Teacher roles
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Directs
Tells
Shows
Examines
Questions
Evaluates
Student roles
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Responds
Absorbs
Remembers
Recognises
Memorises
Defines
Describes
Retells
Passive recipient
Task Stems for Remember
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.
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Artifacts for Remember
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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.
Understand
The learner grasps the meaning of information by
interpreting and translating what has been learned.
–
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–
–
–
–
–
–
Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Can you explain ideas or concepts?
Understand in the Classroom
Teacher roles
Student roles
Demonstrates
 Listens
 Questions
 Compares
 Contrasts
 Examines

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Explains
 Describes
 Outlines
 Restates
 Translates
 Demonstrates
 Interprets
 Active participant
Task Stems for Understand
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State in your own words.
Which are facts?
What does this mean?
Is this the same as. . .?
Give an example.
Select the best definition.
What would happen if . . .?
Explain what is happening.
What part doesn't fit?
Explain what is meant.
What seems likely?
Which statements support . . ?
Artifacts for Understand
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Write in your own words…
Make a cartoon strip showing the sequence of events .
Write a brief outline to explain this story to someone else
Explain why the character solved the problem in this particular way
Write a summary report of the event.
Prepare a flow chart to illustrate the sequence of events.
Paraphrase this chapter in the book.
Retell in your own words.
Outline the main points.
Use pictures to show a particular event.
Illustrate what you think the main idea may have been.
Apply
The learner makes use of information in a context
different from the one in which it was learned.
– Implementing
– Carrying out
– Using
– Executing
Can you use the information in another
familiar situation?
Apply in the Classroom
Teacher roles
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Shows
Facilitates
Observes
Evaluates
Organises
Questions
Student roles
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Solves problems
Demonstrates use of
knowledge
Calculates
Compiles
Completes
Illustrates
Constructs
Active Participant
Task Stems for Apply
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
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Artifacts for Apply
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Construct a model to demonstrate how it looks or works
Practise a play and perform it for the class
Make a diorama to illustrate an event
Write a diary entry
Take and display a collection of photographs to demonstrate a
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Make up a puzzle or a game about the topic.
Write an explanation about this topic for others.
Continue the story…
particular point.
Analyze
The learner breaks learned information into its parts to
best understand that information.
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–
–
–
–
–
–
Comparing
Organising
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating
Can you break information into parts to explore
understandings and relationships?
Analyze in the Classroom
Teacher roles
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Probes
Guides
Observes
Evaluates
Acts as a resource
Questions
Organises
Dissects
Student roles
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Discusses
Uncovers
Argues
Debates
Thinks deeply
Tests
Examines
Questions
Calculates
Investigates
Inquires
Active participant
Task Stems for Analyze
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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…?
Artifacts for Analyze
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Use a Venn Diagram to show how two topics are the same and different
Design a questionnaire to gather information.
Survey classmates to find out what they think about a particular topic. Analyse the
results.
Make a flow chart to show the critical stages.
Classify the actions of the characters in the book
Create a sociogram from the narrative
Construct a graph to illustrate selected information.
Make a family tree showing relationships.
Devise a roleplay 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, colour and texture.
Draw a graph
Complete a Decision Making Matrix to help you decide which breakfast cereal to
purchase
Write a commercial to sell a new product
Construct a graph to illustrate selected information.
Make a family tree showing relationships.
Write a biography of a person studied.
Evaluate
The learner makes decisions based on in-depth
reflection, criticism and assessment.
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–
–
–
–
–
–
Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Can you justify a decision or course of action?
Evaluate in the Classroom
Teacher roles
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Clarifies
Accepts
Guides
Student roles
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Judges
Disputes
Compares
Critiques
Questions
Argues
Assesses
Decides
Selects
Justifies
Active participant
Task Stems for Evaluate
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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. ..?
Artifacts for Evaluate
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Write a letter to the editor
Prepare and conduct a debate
Prepare a list of criteria to judge…
Write a persuasive speech arguing for/against…
Make a booklet about five rules you see as important. Convince
others.
Form a panel to discuss viewpoints on….
Write a letter to. ..advising on changes needed.
Write a half-yearly report.
Prepare a case to present your view about...
Complete a PMI on…
Evaluate the character’s actions in the story
Create
The learner creates new ideas and information
using what has been previously learned.
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Designing
Constructing
Planning
Producing
Inventing
Devising
Making
Can you generate new products, ideas, or ways
of viewing things?
Create in the Classroom
Teacher roles
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Facilitates
Extends
Reflects
Analyses
Evaluates
Student roles
Designs
 Formulates
 Plans
 Takes risks
 Modifies
 Creates
 Proposes
 Active participant

Task Stems for Create
Can you design a...to...?
 Can you see a possible solution to...?
 If you had access to all resources, how would
you deal with...?
 How could you devise your own way to...?
 What would happen if ...?
 How many ways can you...?
 Can you create new and unusual uses for...?
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Artifacts for Create
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Use the SCAMPER strategy to invent a new type of sports shoe
Invent a machine to do a specific task.
Design a robot to do your homework.
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 new monetary system
Develop a menu for a new restaurant using a variety of healthy foods
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
Write a jingle to advertise a new product.
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 a TV show play, puppet show, song or pantomime about..
Design a record, book or magazine cover for...
Sell an idea
What Kind of Thinking is This?
Replace
this
drawing
with an
original
sketch
Carefully observe an adult
butterfly
The
Knowledge
Dimension
A.
Factual
B.
Conceptual
C.
Procedural
D.
MetaCognitive
The Cognitive Process Dimension
1.
Remember
2.
Understand
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create
describe the various body parts
of an adult butterfly
The
Knowledge
Dimension
A.
Factual
B.
Conceptual
C.
Procedural
D.
MetaCognitive
The Cognitive Process Dimension
1.
Remember
2.
Understand
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create
diagram the location of the body
parts of an adult butterfly
The
Knowledge
Dimension
A.
Factual
B.
Conceptual
C.
Procedural
D.
MetaCognitive
The Cognitive Process Dimension
1.
Remember
2.
Understand
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create
What Kind of Thinking is This?
Get
permission
from Learn
NC to use
Use a triple Venn diagram to record what you
know about dogs, humans and lizzards
Use a triple Venn diagram to record
what you know about dogs, humans
and lizards
The
Knowledge
Dimension
A.
Factual
B.
Conceptual
C.
Procedural
D.
MetaCognitive
The Cognitive Process Dimension
1.
Remember
2.
Understand
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create