Blooms Taxonomy

Original (1956) Revised (2001)

Evaluation
ynt!esis
"nalysis
"##li$ation
%om#re!ension
&no'ledge
%reating
Evaluating
"naly(ing
"##lying
)nderstanding
Remem*ering
Noun Verb
T!in+ing is an a$tive #ro$ess and ver*s des$ri*e a$tions, &no'ledge does not
des$ri*e a $ategory o- t!in+ing and 'as re#la$ed 'it! Remembering,
%om#re!ension and synt!esis 'ere retitled to Understanding and Creating.
res#e$tively. to *etter re-le$t t!e nature o- t!in+ing -or ea$! $ategory,
One $an *e $riti$al 'it!out *eing $reative (i,e,. /udge and idea and /usti-y
$!oi$es) *ut $reative #rodu$tion o-ten re0uires $riti$al t!in+ing (i,e,. a$$e#ting
and re/e$ting ideas on t!e #at! to $reating a ne' idea. #rodu$t or 'ay o- loo+ing
at t!ings),
Blooms Taxonomy
Original (1956) Revised (2001)
Evaluation
ynt!esis
"nalysis
"##li$ation
%om#re!ension
&no'ledge
%reating
Evaluating
"naly(ing
"##lying
)nderstanding
Remem*ering
Noun Verb
T!in+ing is an a$tive #ro$ess and ver*s des$ri*e a$tions, &no'ledge does not
des$ri*e a $ategory o- t!in+ing and 'as re#la$ed 'it! Remembering,
%om#re!ension and synt!esis 'ere retitled to Understanding and Creating.
res#e$tively. to *etter re-le$t t!e nature o- t!in+ing -or ea$! $ategory,
One $an *e $riti$al 'it!out *eing $reative (i,e,. /udge and idea and /usti-y
$!oi$es) *ut $reative #rodu$tion o-ten re0uires $riti$al t!in+ing (i,e,. a$$e#ting
and re/e$ting ideas on t!e #at! to $reating a ne' idea. #rodu$t or 'ay o- loo+ing
at t!ings),
Knowledge Dimensions
Factual Knowledge is +no'ledge t!at is *asi$ to s#e$i-i$ dis$i#lines, T!is dimension
re-ers to essential -a$ts. terminology. details or elements students must +no' or *e
-amiliar 'it! in order to understand a dis$i#line or solve a #ro*lem in it,
Conceptual Knowledge is +no'ledge o- $lassi-i$ations. #rin$i#les. generali(ations.
t!eories. models. or stru$tures #ertinent to a #arti$ular dis$i#linary area,
Procedural Knowledge re-ers to in-ormation or +no'ledge t!at !el#s students to do
somet!ing s#e$i-i$ to a dis$i#line. su*/e$t. or area o- study, 1t also re-ers to met!ods o-
in0uiry. very s#e$i-i$ or -inite s+ills. algorit!ms. te$!ni0ues. and #arti$ular
met!odologies,
Metacognitive Knowledge is t!e a'areness o- ones o'n $ognition and #arti$ular
$ognitive #ro$esses, 1t is strategi$ or re-le$tive +no'ledge a*out !o' to go a*out
solving #ro*lems. $ognitive tas+s. to in$lude $ontextual and $onditional +no'ledge and
+no'ledge o- sel-,
Cognitive Processes
&no'ledge
2imensions
Remembering Understanding Applying Analying !valuating Creating
3a$tual
%on$e#tual
4ro$edural
5eta$ognitive
)sing t!is $ross6im#a$t grid. one $an mat$! o*/e$tives and a$tivities to
t!e ty#es o- +no'ledge to t!e $ognitive #ro$esses,
our$e7 !tt#788''',u's#,edu8edu$ation8l'ilson8$urri$8ne'taxonomy,!tm $iting
"nderson. 9, :,. &rat!'o!l. 2, R, (Eds), (2000), " taxonomy -or learning.
tea$!ing. and assessing7 " Revision o- Blooms taxonomy o- edu$ational
o*/e$tives, Boston. 5"7 "llyn ; Ba$on,