Revised Bloom’s Taxonomy

The Revised Bloom’s Taxonomy

Taxonomy of Cognitive Objectives was developed by Benjamin Bloom(1950). It is means of expressing qualitatively different kinds of thinking. It has been adapted for classroom use as a planning tool and it continues to be one of the most universally applied models It 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 development of critical and creative kinds of thinking is a major goal for education in the 21^st century. This presentation aims to help furnish the teachers with all of the scaffolding and assistance she/he will need to be able to involve learners in developing their abilities to engage in higher order processes. The development of improved thinking among our students should be our focus of attention. The Revised Bloom’s Taxonomy will provide the pathway that  would lead to improve thinking. Changes in the Revised Bloom’s Taxonomy occur in terminologies, structure and processes.

Change in Terms

•The names of six major categories were changed from noun to verb forms.

 •As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.

 •The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized

.•The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.

•Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.

BLOOM’S REVISED TAXONOMY

·         Creating: CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing

·         Evaluating: Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging

·         Analysing: Analysing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding.

·         Applying: ApplyingUsing information in another familiar situation Implementing, carrying out, using, executing

·         Understanding: Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining

·       Remembering: Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding