THE REVISED BLOOM'S

TAXONOMY OF
EDUCATIONAL
OBJECTIVES
Reporters:
Carpe, Mariane
Castro, Jozyl
Content:
• Old and Revised Taxonomy, similarities and
differences
• Different levels of Bloom's Taxonomy
• Objectives reflecting the levels of taxonomy
• Practical guide in using the taxonomy
• Uses of the revised taxonomy
 Benjamin Bloom
• influential academic
educational psychologist
• His main contributions to the
area of education involved
mastery learning, his model of
talent development, and his
Taxonomy of Educational
Objectives in the cognitive
domain.
What is Bloom's Taxonomy?
• comprises three learning domains: the cognitive,
affective, and psychomotor, and assigns to each
of these domains a hierarchy that corresponds to
different levels of learning.
 OLD TAXONOMY
• Bloom's taxonomy was a model that described the different levels of
learning outcomes that target what skills and competencies the teachers
aim to develop in the learners. The taxonomy in the cognitive domain
contains the levels from knowledge to evaluation. The six levels progress
from simple to more complex levels of thinking, the last three being
referred to as "higher-order thinking skills".
• To facilitate learning we begin teaching with facts, stating memorized
rules, principles or definitions (knowledge), which must lead to
understanding concepts, rules and principles (comprehension).
 OLD TAXONOMY
• A proof of comprehension of the concepts and principles is using them in real-life
situations (application). For an in-depth understanding and mastery of these applied
concepts, rules, and principles these are broken down into parts (analysis). Students
may compare, contrast, classify, further investigate, etc.
• A still higher level of thinking is when students put together elements of what has
been learned in a new way (synthesis). They come up with a holistic, complete, more
integrated, or even a new view or perspective of what was learned.
• With a full grasp of what was learned, the students can now assess or judge, based on
a set of standards on what they have learned (evaluation).
• One of those educators was Lorin
Anderson, a former student of
Benjamin Bloom.
• in (2001) revised Bloom's taxonomy to Lorin Anderson
be more adaptive to our current age by
and David
proposing another taxonomy that will
meet curriculum designers, teachers, Krathwohl
and students needs better than the
Bloom's one.
 REVISED TAXONOMY
• Levels or categories of thinking in the old taxonomy were nouns, while in the
revised taxonomy they are verbs. The use of action words instead of nouns was
done to highlight that thinking is an active process.

• While the revised taxonomy remains to be in hierarchical levels of increasing

complexity, it is intended to be more flexible, in that it allows the categories to
overlap.
• The knowledge level was changed to remember. The change was made because
knowledge does not refer to a cognitive or thinking level. Knowledge is the
object of thinking. Remember is a more appropriate word for the first thinking
level which involves recalling and retrieving knowledge.
 REVISED TAXONOMY
• The comprehension level was changed to understand. Teachers are likely to use
the word understand when referring to their work rather than comprehension.

• Synthesis was changed to create and was placed at the highest level.

• The cognitive domain now includes two dimensions: the cognitive dimension
and the knowledge dimension.
 Old and Revised Taxonomy
1. Levels or categories of thinking in the differences
old taxonomy were nouns, while in the revised taxonomy
they are verbs The use of action words instead of nouns was done to highlight that thinking is an
active process.

2. While in revised taxonomy remains to be in hierarchial levels of increasing complexity, it is

intended to be more flexible.

3. He knoledge level was change to remember.

4. The comprehension level was changed to understand.

5. Synthesis was changed to create and was placed as the highest level.

6. The cognitive domain now ilcludes two dimensions: the cognitive and knowledge dimension.
 Bloom's Taxonomy of Educational Objectives
Bloom's Taxonomy Cognitive Domain

Revised Taxonomy Old Taxonomy

(TWO DIMENSIONS) (One Dimension)

Cognitive Dimension Knowledge Dimension 1. Knowledge

1. Remember Factual 2. Comprehension

2. Understand Conceptual 3. Application

3. Apply Procedural 4. Analysis

4. Analyze Metacognitive 5. Synthesis

5. Evaluate 6. Evaluation

6. Create
 The Revised Taxonomy with Dimensions of the
Cognitive Domain ( Krathwohl, 2002)

The Cognitive
Dimension
1. Remember
• Retrieving relevant knowledge from long term memory
2. Understand
• Determining the meaning of instructional messages, including oral,
written and graphic communication.
3. Apply
• Carrying out or using a procedure in a given situation.
 The Revised Taxonomy with Dimensions of the
Cognitive Domain ( Krathwohl, 2002)

The Cognitive
4. Analyze Dimension
• Breaking materials into its constituents parts and detecting how the parts relate
to one another and to an overall structure or purpose.
5. Evaluate
• Making judgments based on the criteria and standards.
6. Create
• Putting elements together to form a novel, coherent whole or make an original
product.
 The Revised Taxonomy with Dimensions of the
Cognitive Domain ( Krathwohl, 2002)

The Knowledge
Dimension
1. Factual
• The basic elements that students must know.
2. Conceptual
• The interrelationship among the basic elements within a larger
structure that enable them to function together.
 The Revised Taxonomy with Dimensions of the
Cognitive Domain ( Krathwohl, 2002)

The Knowledge
Dimension
3. Procedural Knowledge
• How to do someting; methods of inquiry, and criteria for using
skills, algorithms, techniques and methods.
4. Metacognitive Knowledge
• Knowledge of cognition in general as well as awareness and
knowledge of one's own cognition.
Different levels of Bloom's
Taxonomy
Practical Guide in Using the Revised Taxonomy
Practical Guide in Using the Revised Taxonomy
Practical Guide in Using the Revised Taxonomy
 Uses of Revised Taxonomy
• It provides educators with a common set of terms and levels
about learning outcomes that help in planning across subject
matter and grade levels.
• It helps in the drafting of learning standards across levels
• It serves as a guide in evaluating the school's curriculum
objectives, activities and assessment.
• It guides the teacher in formulating learning outcomes that tap
higher-order thinking skills.
THANK YOU!!