Revised Blooms Taxonomy

PREPARED BY Anju Krishna R.S

Prepared by Anju Krishna R.S

Introduction
Bloom's taxonomy is a way of distinguishing the fundamental questions
within the education system. Bloom's taxonomy refers to a classification of the
different objectives that educators set for students (learning objectives). It divides
educational objectives into three "domains": cognitive, affective,
and psychomotor (sometimes loosely described as "knowing/head", "feeling/heart"
and "doing/hands" respectively). Within the domains, learning at the higher levels
is dependent on having attained prerequisite knowledge and skills at lower levels.
A goal of Bloom's taxonomy is to motivate educators to focus on all three domains,
creating a more holistic form of education. Bloom's taxonomy is considered to be
a foundational and essential element within the education community. Benjamin S.
Bloom, the associate director of the Board of Examinations of the University
of Chicago, initiated the idea, hoping that it would reduce the labor of
preparing annual comprehensive examinations. To aid in his effort, he enlisted a
group of measurement specialists from across the United States, many of
whom repeatedly faced the same problem. This group met about twice a year
beginning in 1949 to consider progress, make revisions, and plan the next
steps. Their final draft was published in 1956 under the title, Taxonomy
Of Educational Objectives: The Classification of Educational Goals. Hereafter,
this is referred to as the original Taxonomy. The revision of this framework, which
is the subject of this issue of Theory into Practice, was
Developed in much the same manner 45 years later. Hereafter, this is referred to as
the revised Taxonomy.

Prepared by Anju Krishna R.S

Revised Blooms Taxonomy

Prepared by Anju Krishna R.S

Blooms Taxonomy
Bloom's taxonomy is a way of distinguishing the fundamental questions
within the education system. Dr. Benjamin S Bloom's classified different
objectives that educators set for students (learning objectives). It divides
educational objectives into three "domains": cognitive, affective,
and psychomotor (sometimes loosely described as "knowing/head", "feeling/heart"
and "doing/hands" respectively). Within the domains, learning at the higher levels
is dependent on having attained prerequisite knowledge and skills at lower levels.
A goal of Bloom's taxonomy is to motivate educators to focus on all three domains,
creating a more holistic form of education. Bloom's taxonomy is considered to be
a foundational and essential element within the education community

Prepared by Anju Krishna R.S

Cognitive
Categories in the cognitive domain of the revised Bloom's taxonomy.
Skills in the cognitive domain revolve around knowledge, comprehension,
and critical thinking on a particular topic. Traditional education tends to emphasize
the skills in this domain, particularly the lower-order objectives.
There are six levels in the taxonomy, moving through the lowest order processes to
the highest:
Knowledge
Exhibit memory of learned materials by recalling facts, terms, basic concepts, and
answers.
Knowledge of specifics - terminology, specific facts
Knowledge of ways and means of dealing with specifics
- conventions, trends and sequences, classifications and
categories, criteria, methodology
Knowledge of the universals and abstractions in a field principles and generalizations, theories and structures
Questions like: What are the health benefits of eating apples?
Understanding
Demonstrate understanding of facts and ideas by organizing, comparing,
translating, interpreting, giving descriptions, and stating the main ideas
Translation
Interpretation
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 Extrapolation
Questions like: Compare the health benefits of eating apples vs. oranges.
Application
Using acquired knowledge. Solve problems in new situations by applying acquired
knowledge, facts, techniques and rules
Questions like: Would apples prevent scurvy, a disease caused by a deficiency in
vitamin C?
Analysis
Examine and break information into parts by identifying motives or causes. Make
inferences and find evidence to support generalizations
Analysis of elements
Analysis of relationships
Analysis of organizational principles
Questions like: List four ways of serving foods made with apples and explain
which ones have the highest health benefits. Provide references to support your
statements.
Synthesis
Builds a structure or pattern from diverse elements; it also refers the act of putting
parts together to form a whole Compile information together in a different way by
combining elements in a new pattern or proposing alternative solutions
Production of a unique communication
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 Production of a plan, or proposed set of operations

Derivation of a set of abstract relations
Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by
replacing your choice of ingredients. Explain the health benefits of using the
ingredients you chose vs. the original ones.
Evaluation
Present and defend opinions by making judgments about information, validity of
ideas or quality of work based on a set of criteria.
Judgments in terms of internal evidence
Judgments in terms of external criteria
Questions like: Which kinds of apples are best for baking a pie, and why?

Affective
Skills in the affective domain describe the way people react emotionally and their
ability to feel other living things' pain or joy. Affective objectives typically target
the awareness and growth in attitudes, emotion, and feelings.
There are five levels in the affective domain moving through the lowest order
processes to the highest:
Receiving
The lowest level; the student passively pays attention. Without this level no
learning can occur. Receiving is about the student's memory and recognition as
well.

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Responding
The student actively participates in the learning process, not only attends to a
stimulus; the student also reacts in some way.

Valuing
The student attaches a value to an object, phenomenon, or piece of information.
The student associates a value or some values to the knowledge they acquired.
Organizing
The student can put together different values, information, and ideas and
accommodate them within his/her own schema; comparing, relating and
elaborating on what has been learned.
Characterizing
The student at this level tries to build abstract knowledge.

Psychomotor
Skills in the psychomotor domain describe the ability to physically manipulate a
tool or instrument like a hand or a hammer. Psychomotor objectives usually focus
on change and/or development in behavior and/or skills.
Bloom and his colleagues never created subcategories for skills in the psychomotor
domain, but since then other educators have created their own psychomotor
taxonomies. Proposed the following levels
Imitation
It is the urge to act.
Manipulation
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It involves differentiating among various movements.

Precision
It refers to accuracy and exactness in performance.

Articulation
It involves co-ordination, sequence and unity among the acts.

Naturalization
It implies that the learners skill attains its highest level of proficiency and it
becomes natural and automatic.

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Revised Blooms Taxonomy

Taxonomy of Cognitive Objectives, 1950s-developed by Benjamin Bloom
means of expressing qualitatively different kinds of thinking been adapted for
classroom use as a planning tool. Continues to be one of the most universally
applied models provides a way to organize thinking skills into six levels, from the
most basic to the more complex levels of thinking.1990s-Lorin Anderson (former
student of Bloom) revisited the taxonomy, as a result, a number of changes were
made.
BLOOMS REVISED TAXONOMY

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Remember
- Retrieving relevant knowledge from long-term memory.
Specifications;
Recognizing
Recalling
Understand
- Determining the meaning of instructional messages, including oral,
written, and graphic communication.
Specifications;
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Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
Apply
- Carrying out or using a procedure in a given situation.
Specifications;
Executing
Implementing

Analyze
- Breaking material into its constituent parts
and detecting how the parts relate to one another and into an overall
structure or purpose.
Specifications;
Differentiating
Organizing
Attributing
Evaluate
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- Making judgments based on criteria and standards.

Specifications;
Checking
Critiquing
Create
- Putting elements together to form a novel ,coherent whole or make an
original product.
Specifications;
Generating
Planning

Conclusion
The Taxonomy of Educational Objectives is a scheme for classifying
educational goals, objectives, and, most recently, standards. It provides an
organizational structure that gives a commonly understood meaning to objectives
classified in one of its categories, thereby enhancing communication. The
original Taxonomy consisted of six categories, nearly all with subcategories. They
were arranged in a cumulative hierarchical framework; achievement of the next
more complex skill or ability required achievement of the prior one. The
original Taxonomy volume emphasized the assessment of learning with many
examples of test items (largely multiple choice) provided for each category.
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Our revision of the original Taxonomy is a two-dimensional framework:

Knowledge and Cognitive Processes. The former most resembles the
subcategories of the original. Knowledge category. The latter resembles the six
categories of the original Taxonomy with the Knowledge category named
Remember, the Comprehension category named Understand, Synthesis renamed
Create and made the top category, and the remaining categories changed to
their verb forms: Apply, Analyze, and Evaluate. They are arranged in a
hierarchical structure, but not as rigidly as in the original Taxonomy. In
combination, the Knowledge and Cognitive Process dimensions form a very
useful table, the Taxonomy Table. Using the Table to classify objectives,
activities, and assessments provides a clear, concise, visual representation of
a particular course or unit. Once completed, the entries in the Taxonomy
Table can be used to examine relative emphasis, curriculum alignment, and
missed educational opportunities. Based on this examination, teachers can
decide where and how to improve the planning of curriculum and the
delivery of instruction.

Prepared by Anju Krishna R.S