Bloom Revised Taxonomy Key Words

Text-only Preview

Bloom's Taxonomy “Revised” Key Words, Model Questions, & Instructional Strategies Bloom’s Taxonomy (1956) has stood the test of time. Recently Anderson & Krathwohl (2001) have proposed some minor changes to include the renaming and reordering of the taxonomy. This reference reflects those recommended changes. I. REMEMBER (KNOWLEDGE) (shallow processing: drawing out factual answers, testing recall and recognition) Verbs for Objectives Model Questions Instructional Strategies choose Who? Highlighting describe Where? Rehearsal define Which One? Memorizing identify What? Mnemonics label How? list What is the best one? locate Why? match How much? memorize When? name What does It mean? omit recite recognize select state II. UNDERSTAND (COMPREHENSION) (translating, interpreting and extrapolating) Verbs for Objectives Model Questions Instructional Strategies classify State in your own words. Key examples defend Which are facts? Emphasize connections demonstrate What does this mean? Elaborate concepts distinguish Is this the same as. . .? Summarize explain Give an example. Paraphrase express Select the best definition. STUDENTS explain extend Condense this paragraph. STUDENTS state the rule give example What would happen if . . .? “Why does this example. . .?” illustrate State in one word . . . create visual representations indicate Explain what is happening. (concept maps, outlines, flow interrelate What part doesn't fit? charts organizers, analogies, interpret Explain what is meant. pro/con grids) PRO| CON infer What expectations are there? NOTE: The faculty member can judge Read the graph (table). show them, but they have to do it. match What are they saying? Metaphors, rubrics, heuristics paraphrase This represents. . . represent What seems to be . . .? restate Is it valid that . . .? rewrite What seems likely? select Show in a graph, table. show Which statements support . . ? summarize What restrictions would you add? tell translate III. APPLY (Knowing when to apply; why to apply; and recognizing patterns of transfer to situations that are new, unfamiliar or have a new slant for students) Verbs for Objectives Model Questions Instructional Strategies apply Predict what would happen if Modeling choose Choose the best statements that Cognitive apprenticeships dramatize apply “Mindful” practice – NOT just a explain Judge the effects “routine” practice generalize What would result Part and whole sequencing judge Tell what would happen Authentic situations organize Tell how, when, where, why “Coached” practice paint Tell how much change there Case studies prepare would be Simulations produce Identify the results of Algorithms select show sketch solve use IV. ANALYZE (breaking down into parts, forms) Verbs for Objectives Model Questions Instructional Strategies analyze What is the function of . . .? Models of thinking categorize What's fact? Opinion? Challenging assumptions classify What assumptions. . .? Retrospective analysis compare What statement is relevant? Reflection through journaling differentiate What motive is there? Debates distinguish Related to, extraneous to, not Discussions and other identify applicable. collaborating learning activities infer What conclusions? Decision-making situations point out What does the author believe? select What does the author assume? subdivide Make a distinction. survey State the point of view of . . . What is the premise? State the point of view of . . . What ideas apply? What ideas justify the conclusion? What's the relationship between? The least essential statements are What's the main idea? Theme? What inconsistencies, fallacies? What literary form is used? What persuasive technique? Implicit in the statement is . . . V. EVALUATE (according to some set of criteria, and state why) Verbs for Objectives Model Questions Instructional Strategies appraise What fallacies, consistencies, Challenging assumptions judge inconsistencies appear? Journaling criticize Which is more important, moral, Debates defend better, logical, valid, appropriate? Discussions and other compare Find the errors. collaborating learning activities Decision-making situations VI. CREATE (SYNTHESIS) (combining elements into a pattern not clearly there before) Verbs for Objectives Model Questions Instructional Strategies choose How would you test. . .? Modeling combine Propose an alternative. Challenging assumptions compose Solve the following. Reflection through journaling construct How else would you . . .? Debates create State a rule. Discussions and other design collaborating learning activities develop Design do Decision-making situations formulate hypothesize invent make make up originate organize plan produce role play tell Web References: • • • • • • • • • • References: Anderson, L. W. & Krathwohl, D. R. (2001). A Taxonomy for learning, teaching, and assessing. Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. New York: Longmans. John Maynard, University of Texas, Austin Marilla Svinicki, University of Texas, Austin Compiled by the IUPUI Center for Teaching and Learning, Revised December 2002 Filename: Bloom's Revised Taxonomy_words.doc Directory: M:\assessment\USF Assessment Committee Template: C:\Documents and Settings\LZhou\Application Data\Microsoft\Templates\ Title: Bloom's Taxonomy “Revised” Subject: Author: USF Keywords: Comments: Creation Date: 10/19/2005 2:39:00 PM Change Number: 1 Last Saved On: 10/19/2005 2:41:00 PM Last Saved By: USF Total Editing Time: 1 Minute Last Printed On: 10/19/2005 6:24:00 PM As of Last Complete Printing Number of Pages: 4 Number of Words: 965 (approx.) Number of Characters: 5,504 (approx.)