MODULE 16

THE REVISED BLOOM’S TAXONOMY

OF EDUCATIONAL OBJECTIVES
ADVANCE ORGANIZER
THE ORIGINAL BLOOM'S TAXONOMY

• SIX LEVELS OF BLOOM'S TAXONOMY

THE REVISED TAXONOMY

• TWO DIMENSIONS OF REVISED TAXONOMY

PRACTICAL GUIDE TO THE REVISED

TAXONOMY

APPS AND THE REVISED TAXONOOMY

(SYNAPSES STRENGTHENER)
OLD TAXONOMY
 In 1956, the Taxonomy of Educational Objectives: The
Classification of Educational Goals Handbook 1: Cognitive
Domain was published.
 Cognitive Domain contains six levels from simple to
complex.
 Knowledge – teaching facts, stating memorized rules or definitions
 Comprehension – understanding concepts
 Application – use them in real-life situation
 Analysis – for in-depth understanding, these are broken down into
parts
 Synthesis – put together elements of what has been learned in a new
way
 Evaluation – asses or judge on what they have learned
THE ORIGINAL BLOOM’S TAXONOMY: COGNITIVE DOMAIN
LEVELS AND THEIR SUBCATEGORIES
SAMPLE VERBS
1. KNOWLEDGE
1.1 Knowledge of Specifics
1.1.1 terminology
define, describe, draw,
1.1.2 specific facts
identify, label, locate,
1.2 Knowledge of ways and means of dealing with the specifics memorize, name recite,
1.2.1 conventions 1.2.4 criteria recognize, select, state,
1.2.2 trends and sequences 1.2.5 methodology write
1.2.3 classifications and categories

1.3 Knowledge of universals and abstractions in the field

1.3.1 principles and generalizations
1.3.2 theories and structures

2. COMPREHENSION paraphrase, retell,

summarize, restate,
illustrate
3. APPLICATION apply, change,
prepare, produce

4. ANALYSIS
analyze, subdivide, take
4.1 elements apart, investigate,
4.2 relationships compare, contrast, infer
4.3 organizational principles

5. SYNTHESIS

5.1 production of unique communication combine, organize,

5.2 production of a plan, or proposed set of operations design, formulate
5.3 derivations of a set of abstract relations

6. EVALUATION asses, appraise, critique,

judge, recommend
The Revised Taxonomy with Two
Dimensions of the Cognitive
Domain
(KRATHWOHL,2002)
THE COGNITIVE DIMENSION
Remember- retrieving relevant knowledge from long-
term memory.

Understand- determining the meaning of instructional

messages, including oral, written and graphic.

Apply- carrying out or using procedure.

Analyze- detecting how the parts relate to one another

and to an overall structure.
Evaluate- making judgments based on criteria and
standards.

Create- putting elements together to form a novel,

coherent whole or make an original product.
THE KNOWLEDGE DIMENSION

A. Factual

B. Conceptual

C. Procedural Knowledge

D. Metacognitive Knowledge
 Knowledge Dimension
Cognitive Factual Conceptual Procedural Metacognitive
Dimension
Terminolog Classifications, Subject specific Strategic
skills,
y, specific categories, algorithms,
knowledge,
details principles and techniques and cognitive tasks
generalization, methods, contextual and
theories, criteria for conditional
models, determining knowledge
when to use
structure procedures

Remember Remember Remember Remember Metacognition

Remember Facts Conceptskare- Procedures knowledge
recognize Ex. List the Ex. Describe Ex. Recall the Ex. Review task
recall ingredients of kare as a Filipino steps in accomplishing in
kare-kare dish cooking cooking kare-kare

Understand Understand Understand Understand

Understand
Interpret, Ex. Summarize
Facts Ex. Classify
Conceptssmart Ex.Procedures
Describe Ex. Choose best
Metacognition knowledge
exemplify, the features of phones according the following strategies to adjust
classify, the latest to operating procedure of quickly in using
summarize, infer, smart phone system using cell different smart
complain, model phone phone
explain
 Apply Apply Metacognition
Apply Apply Facts Apply Concepts knowledge
Procedures
execute, Ex. Use facts in Ex. Demonstrate Ex. Follow the Ex. Use the best
implement answering coherence in PQ4R steps in study strategy to
questions answering reading a overcome ones
questions chapter weakness
Analyze
Analyze Analyze
Analyze Analyze Facts Metacognition
Concepts Procedures knowledge
differentiate, Ex. Identify the Ex. Identify the Ex. Examine Ex. Reflect on
organize, key words in triggers of the different one’s ability to
attribute the definition of anger among steps family manage anger
anger teenagers members take
to manage
anger
Evaluate
Evaluate Evaluate
Evaluate Evaluate Facts Metacognition
Concepts Procedures knowledge
check, critique Ex. Select the Ex. Critique the Ex. Choose the Ex. Assess one’s
most complete different views best ways to financial literacy
list on investment about financial invest money
banks literacy
 Create Create Facts Create Create Create
Concepts Procedures Metacognition
Knowledge
generate, plan, Ex. Produce a Ex. Write an Ex. Create a Ex. Make a project
produce presentation informal new recipe about adobo as a
showing award essay about for cooking Filipino dish based
winning adobo what adobo on one’s talents.
recipe authentic
adobo is
PRACTICAL GUIDE IN USING THE REVISED
TAXONOMY
COGNITIVE SAMPLE ACTION SUGGESTED
DIMENSION WORDS ACTIVITIES,
OUTPUTS OR
LEVELS OUTCOMES
Recall Describe Recitations, worksheets,
REMEMBER Name Locate definitions, fact charts,
(recalling information) List Write lists
State Find
Tell Underlie
Reproduce Define

UNDERSTAND Story problems, drawing

Explain Describe show and tell, summary,
(explaining Translate Define paraphrasing
information and Interpret Report
Discuss Predict
concepts)
APPLY Presentation, role-
Use Practice playing, simulation,
(using information in Solve Execute collection, model,
a new way) Implement Demonstrate
 COGNITIVE SAMPLE ACTION SUGGESTED
DIMENSION WORDS ACTIVITIES,
OUTPUTS OR
LEVELS Chart, OUTCOMES
plan,
ANALYZE Compare Contrast questionnaire,
(distinguishing Distinguish Separate spreadsheet. Summary,
different parts of a Investigate Differentiate survey
whole) Infer Sequence

EVALUATE Assess Appraise Opinion, judgment,

Debate Check critique,
(defending a concept or Defend Decide recommendation, report,
idea) Dispute Justify self-evaluation, position
Judge Rate paper

CREATE Change Invent Framework, model, story,

Design Devise multimedia presentation,
(creating something Formulate Generate poem, haiku, song, essay
new) Improve Compose
Plan Combine
Propose
 APPS AND THE REVISED TAXONOMY (SYNAPSE STRENGTHER)

 Kathy Schrock came up with organizers which

show iPad and Android apps that are useful in
addressing the different levels of Bloom’s
Revised Taxonomy.
THANK YOU 
REPORTERS:
PRINCESS A.
CAMPEHIOS
JAMAIKA SALAMANA
SHEILA MAE LANTERNA