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    Blooms Revised Taxonomy 1

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    Adnan Ghani Khan
    Bloom's original taxonomy from 1956 was revised in the 1990s by Lorin Anderson to update it for 21st century students and teachers. The revised taxonomy changes Bloom's six major categories from noun to verb forms and can help instructional designers write learning outcomes that clarify what students will do. Examples show how unclear outcomes using verbs like "know" can be revised to defined explicit performances like "classify" or "judge."

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    Blooms Revised Taxonomy 1

    Uploaded by

    Adnan Ghani Khan
    109 views2 pages
    Bloom's original taxonomy from 1956 was revised in the 1990s by Lorin Anderson to update it for 21st century students and teachers. The revised taxonomy changes Bloom's six major categories from noun to verb forms and can help instructional designers write learning outcomes that clarify what students will do. Examples show how unclear outcomes using verbs like "know" can be revised to defined explicit performances like "classify" or "judge."

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    Bloom's original taxonomy from 1956 was revised in the 1990s by Lorin Anderson to update it for 21st century students and teachers. The revised taxonomy changes Bloom's six major categories from noun to verb forms and can help instructional designers write learning outcomes that clarify what students will do. Examples show how unclear outcomes using verbs like "know" can be revised to defined explicit performances like "classify" or "judge."

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    109 views2 pages

    Blooms Revised Taxonomy 1

    Uploaded by

    Adnan Ghani Khan
    Bloom's original taxonomy from 1956 was revised in the 1990s by Lorin Anderson to update it for 21st century students and teachers. The revised taxonomy changes Bloom's six major categories from noun to verb forms and can help instructional designers write learning outcomes that clarify what students will do. Examples show how unclear outcomes using verbs like "know" can be revised to defined explicit performances like "classify" or "judge."

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    Bloom's Revised Taxonomy

    Bloom created a learning taxonomy in 1956. During the 1990's, a former student of
    Bloom's, Lorin Anderson, updated the taxonomy, hoping to add relevance for 21st
    century students and teachers. This new expanded taxonomy can help instructional
    designers and teachers to write and revise learning outcomes.
    Bloom's six major categories were changed from noun to verb forms.

    The new terms are defined as:

    Remembering

    Retrieving, recognizing, and recalling relevant knowledge


    from long-term memory.

    Understanding

    Constructing meaning from oral, written, and graphic


    messages through interpreting, exemplifying, classifying,
    summarizing, inferring, comparing, and explaining.

    Applying

    Carrying out or using a procedure through executing, or


    implementing.

    Analyzing

    Breaking material into constituent parts, determining how


    the parts relate to one another and to an overall structure or
    purpose through differentiating, organizing, and
    attributing.

    Evaluating

    Making judgments based on criteria and standards through


    checking and critiquing.

    Creating

    Putting elements together to form a coherent or functional


    whole; reorganizing elements into a new pattern or
    structure through generating, planning, or producing.

    S. DeMatteo, 1/14/2017

    Because the purpose of writing learning outcomes is to define what the instructor wants
    the student to do with the content, using learning outcomes will help students to better
    understand the purpose of each activity by clarifying the students activity. Verbs such as
    "know", "appreciate", "internalizing", and "valuing" do not define an explicit
    performance to be carried out by the learner. (Mager, 1997)
    Unclear Outcomes

    Revised Outcomes

    Students will know described


    cases of mental disorders.

    Students will be able to review a


    set of facts and will be able to
    classify the appropriate type of
    mental disorder.

    Students will understand the


    relevant and irrelevant numbers
    in a mathematical word problem.

    Students will distinguish between


    relevant and irrelevant numbers in
    a mathematical word problem.

    Students will know the best way


    to solve the word problem.

    Students will judge which of the


    two methods is the best way to
    solve the word problem.

    Figure 2: Examples of unclear and revised outcomes.

    References
    Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching
    and assessing: A revision of Bloom's Taxonomy of educational outcomes:
    Complete edition, New York : Longman.
    Cruz, E. (2003). Bloom's revised taxonomy. In B. Hoffman (Ed.), Encyclopedia of
    Educational Technology. Retrieved
    August 22, 2007, from
    http://coe.sdsu.edu/eet/articles/bloomrev/start.htm
    Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Orey (Ed.),
    Emerging perspectives on learning, teaching, and technology. Retrieved August
    22, 2007, from http://projects.coe.uga.edu/epltt/

    S. DeMatteo, 1/14/2017

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