Author: Atlanti Cape Community College

An Interpretation of Bloom’s Taxonomy

Benjamin Bloom (1956), identified three domains of educational activities. The one most appropriate to the college classroom is the cognitive domain, which involves knowledge and the development of intellectual skills.
When writing learning outcomes, using action verbs that are measurable, observable and done by the learner are important. Bloom’s Taxonomy provides some verbs that are useful for writing specific outcomes.
Because the purpose of writing objectives is to define what the instructor wants the student to learn, using detailed objectives will help students to better understand the purpose of each activity by clarifying the student’s activity.
Verbs such as: know, internalizing, appreciate, and valuing do not define an explicit performance to be carried out by the learner. (Mager, 1997)
For more information on Bloom’s Taxonomy and assessment, research the Internet or go to the Student Learning and Assessment page on the Institutional Research, Planning and Assessment webpage at:
http://www.atlantic.edu/about/ research/studentlearningassessment.html

Anderson & Krathwohl (2001) have refined the six levels of Bloom’s Taxonomy. The bold identifies the new level while the old labels are in parenthesis.
REMEMBERING (Knowledge) [lowest level] Retrieving, recognizing and recalling relevant knowledge from long term memory.
UNDERSTANDING (Comprehension) Constructing meaning from oral, written and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
APPLYING (Application) Carrying out or using a procedure through executing or implementing.
ANALYZING (Analysis) Breaking material into constituent parts, determining how the parts relate to one another or to an overall structure or purpose through differentiating , organizing or attributing.
EVALUATING (Synthesis) Making judgment based on criteria and standards based on critiquing and checking.
CREATING (Evaluation) [highest level] Putting elements together to form a coherent or functioning whole; reorganizing elements into a new pattern or structure through generating planning or producing.
(Anderson & Krathwohl, 2001, pp. 66-67)
~*~ Eddy Maria Eubanks Outcomes Assessment Facilitator Atlantic Cape Community College Academic Affairs H-111 609-343-5003
eeubanks@atlantic.edu
Fort Rucker Primary School 21st Century Learning
"Together We Can!"
Table of Contents
Fort Rucker Primary School 21st Century Learning Learning can be FUN! Mission Statement Bloom's Revised Taxonomy
Learning can be FUN!
Marc Prensky in his article "Listen to the Natives" relates how children will become engaged learners through games with a design for learning. With Web 2.0 tools we can engage our students in fun, real-world, learning experiences aligned with our standards.
Mission Statement
"We at Fort Rucker Schools believe that children in our schools are our highest priority. We promote a cooperative partnership among students, parents, community and staff. Our mission is to build a strong foundation for lifelong learning by nurturing, guiding, and challenging all of our students to achieve their maximum potential." Our mission statement supports 21st century learning. We recognize that the children who come to us have already been influenced by tools and toys of the 21st century. This interaction with new technology has profoundly changed the way children think and learn. The best way to engage our children in meaningful learning experiences that will prepare them for the demands of the 21st century workforce is to use techniques that mesh Web 2.0 and other emerging technologies with curriculum standards and Bloom's Revised Taxonomy using the Partnership for 21st Century Skills' Route 21 as a framework. We promote cooperative partnerships through collaborative activities. We lead children to become skilled as lifelong learners by becoming lifelong learners with them. We must be willing to take risks, collaborate, apply, analyze, evaluate, and create new understanding from our experiences.
Bloom's Revised Taxonomy
The illustration below can be a useful guide to help us develop lessons that meet the cognitive requirements of 21st century learning. Andrew Churches created a chart that shows the relationship between different digital approaches to learning and Bloom's New Taxonomy. You may find this chart a useful starting place as you begin to think of how you might use technology with PreK to 1st grade students. Just substitute our age appropriate tools for similar tools listed in the chart. none
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Student learning Outcomes
and
Assessment

Writing Measurable Learning Objectives

USING BLOOM’S TAXONOMY

BEHAVIORAL VERBS APPROPRIATE FOR EACH LEVEL OF BLOOMS' TAXONOMY
Cognitive Domain
KNOWLEDGE	COMPREHENSION	APPLICATION	ANALYSIS	SYNTHESIS	EVALUATION
Arrange	Classify	Apply	Analyze	Arrange	Appraise
Define	Convert	Change	Appraise	Assemble	Argue
Describe	Defend	Choose	Breakdown	Categorize	Assess
Duplicate	Discuss	Compute	Calculate	Collect	Attach
Identify	Distinguish	Demonstrate	Categorize	Combine	Choose
Label	Estimate	Discover	Classify	Comply	Compare
List	Explain	Dramatize	Compare	Compose	Conclude
Match	Express	Employ	Contrast	Construct	Defend
Memorize	Extend	Illustrate	Criticize	Create	Describe
Name	Generalize	Interpret	Derive	Design	Discriminate
Order	Give example(s) of	Manipulate	Diagram	Develop	Estimate
Outline	Identify	Modify	Differentiate	Devise	Evaluate
Recall	Indicate	Operate	Discriminate	Explain	Explain
Recognize	Infer	Practice	Distinguish	Formulate	Judge
Record	Locate	Predict	Examine	Generate	Justify
Relate	Paraphrase	Prepare	Experiment	Plan	Interpret
Repeat	Predict	Produce	Identify	Prepare	Relate
Reproduce	Recognize	Relate	Illustrate	Propose	Predict
Select	Rewrite	Schedule	Infer	Rearrange	Rate
State	Report	Show	Interpret	Reconstruct	Select
Underline	Restate	Sketch	Model	Relate	Summarize
	Review	Solve	Outline	Reorganize	Support
	Select	Use	Point out	Revise	Value
	Summarize	Write	Question	Rewrite
	Translate		Relate	Set up
			Select	Summarize
			Separate	Synthesize
			Subdivide	Tell
			Test	Write
		Retrieved 08-04-011 from http://www.au.af.mil/au/awc/awcgate/edref/bloom.htm

Details	last edit Feb 5, 2009 5:08 pm by prspappa - 23 revisions
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