MODULE in
BLOOM’S TAXONOMY (The Revised Taxonomy 2001)
Introduction to the Revised Taxonomy
Intended Learning Outcome:
1. Understand the basic principles of the learning taxonomies used in
education;
2. Apply the knowledge dimension to the six cognitive levels of the
revised Bloom’s Taxonomy and its various modifications
There are six levels of cognitive learning according to the revised version of
Bloom's Taxonomy. Each level is conceptually different. The six levels are remembering,
understanding, applying, analyzing, evaluating, and creating.
Bloom’s Taxonomy is a multi-tiered model of classifying thinking according to six
cognitive levels of complexity. It is a continuum from lower order thinking skills (LOTS)
to higher order thinking skills (HOTS).
What is Bloom’s Taxonomy?
Bloom’s Taxonomy is a hierarchical ordering of cognitive skills that can, among
other countless others uses, that helps teachers teach and students learn. It is simply an
update to the original taxonomy that made an expanded on the vision of the original
while revising the language and hierarchy of the popular Cognitive Process Dimension,
which referred to as the “levels” of Bloom’s Taxonomy.
©2022 KREZEL L. CARIAGA
MODULE in
BLOOM’S TAXONOMY (The Revised Taxonomy 2001)
Bloom’s Taxonomy as Revised
[Link]
The Cognitive Process Dimension
Represents a continuum of increasing cognitive complexity – from lower order
thinking skills to higher order thinking skills.
The Cognitive Processes dimension table — categories, cognitive processes and
(alternative names);
Lower Order Thinking Skills Higher Order Thinking Skills
Remember Understand Apply Analyze Evaluate Create
-Recognizing -Interpreting -Executing -Differentiating -Checking -Generating
Identifying Clarifying Carrying out Discriminating Coordinating Hypothesizing
Paraphrasing Distinguishing Detecting
-Recalling Representing -Implementing Focusing Monitoring -Planning
Retrieving Translating Using Selecting Testing Designing
-Exemplifying -Organizing -Critiquing -Producing
Illustrating Finding Judging Constructing
Instantiating coherence
Integrating
-Classifying Outlining
©2022 KREZEL L. CARIAGA
MODULE in
BLOOM’S TAXONOMY (The Revised Taxonomy 2001)
Categorizing Parsing
Subsuming Structuring
-Summarizing -Attributing
Abstracting Deconstructing
Generalizing
-Inferring
Concluding
Extrapolating
Interpolating
Predicting
-Comparing
Contrasting
Mapping
Matching
-Explaining
Constructing
models
Bloom’s Taxonomy defines the six levels as follows;
Remembering: retrieving relevant knowledge from long term memory.
Understanding: constructing meaning from instructional messages, including oral,
written and graphic communication.
Applying: carrying out or using a procedure through executing or implementing.
Applying related theory and concepts and refers to situations where learned material is
used through products like models, presentations, interviews or simulations.
Analyzing: breaking materials or concepts into parts and determining how the parts
relate or interrelate to one another or to an overall structure or purpose. Mental actions
included in this functions are differentiating, organizing, and attributing, as well as
being able to distinguish between the components or parts. When one is analyzing,
he/she can illustrate this mental function by creating spreadsheets, surveys, charts,
diagrams, or graphic representations.
Evaluating: making judgments based on criteria and standards through checking and
critiquing. Critiques, recommendations, and reports are some of the products that can
be created to demonstrate the processes of evaluation. In the newer taxonomy,
evaluation comes before creating, as it is often a necessary part of the precursory
behavior prior to creating something.
©2022 KREZEL L. CARIAGA
MODULE in
BLOOM’S TAXONOMY (The Revised Taxonomy 2001)
Creating: Putting elements together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure by generating, planning, or
producing. Creating requires users to put parts together in a new way or to synthesize
parts into something new and different to create a new form or product. This process is
the most difficult mental function in the new taxonomy.
These levels can be helpful in developing learning outcomes because certain
verbs are particularly appropriate at each level and not appropriate at other levels
(though some verbs are useful at multiple levels). A student might list presidents or
proteins or participles to demonstrate that they remember something they learned, but
generating a list does not demonstrate (for example) that the student is capable of
evaluating the contribution of multiple presidents to American politics or explaining
protein folding or distinguishing between active and passive participles.
The interdependence of Bloom’s different learning levels can be articulated through
logic:
Before we can understand a concept, we must be able to remember it.
Before we can apply the concept, we must be able to understand it.
Before we analyze it, we must be able to apply it.
Before we can evaluate its impact, we must have analyzed it.
Before we can create something based on the concept, we must
have remembered, understood, applied, analyzed and evaluated the concept.
Open the link below to understand better how Bloom’s Taxonomy works:
[Link]
[Link]
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1. List 2 or 3 examples on the table below Bloom’s Taxonomy learning activities
and assessments, and give a brief description on the 6 Cognitive levels.
©2022 KREZEL L. CARIAGA
MODULE in
BLOOM’S TAXONOMY (The Revised Taxonomy 2001)
Learning Activities Assessments
Remember
Understand
Apply
Analyze
Evaluate
Create
2. Take an online quiz by clicking the links below:
[Link]
Screenshot your scores and submit it on Google Classroom.
Prepared by:
PUT YOUR BEST PICTURE/S HERE FOR IDENTIFICATION
1. Krezel L. Cariaga
PURPOSES
2. DIT -1A
3. 2nd Sem 2022
4. Educational Technology
Click the links below for references:
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taxonomy-learning-activities-and-assessments
[Link]
outcomes/[Link]
[Link]
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experience/blooms-taxonomy/
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[Link]
©2022 KREZEL L. CARIAGA
