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Creating Evaluating Analysing Applying Understanding Remembering

The document outlines the six levels of Bloom's revised taxonomy: remembering, understanding, applying, analyzing, evaluating, and creating. It provides examples of verbs and activities students may engage in at each level, from recalling basic knowledge to breaking ideas down into parts or combining parts into new forms. Evaluating requires making judgments and justifying decisions, and comes before creating as existing ideas must be critiqued to develop new ones.

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raluca
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107 views1 page

Creating Evaluating Analysing Applying Understanding Remembering

The document outlines the six levels of Bloom's revised taxonomy: remembering, understanding, applying, analyzing, evaluating, and creating. It provides examples of verbs and activities students may engage in at each level, from recalling basic knowledge to breaking ideas down into parts or combining parts into new forms. Evaluating requires making judgments and justifying decisions, and comes before creating as existing ideas must be critiqued to develop new ones.

Uploaded by

raluca
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Creating Applying

Putting parts together in a new way, or combining parts into Using learned knowledge.
something new and different creating a new form or product.
CREATING This may involve the students demonstrating,
This may involve the students constructing, developing, solving, presenting, interpreting, simulating or
assembling, formulating, designing or producing. implementing.
Evaluating EVALUATING
Making judgments and justifying decisions. Understanding

This may involve the students appraising, judging, Constructing meaning from the
reviewing, justifying or convincing. information presented.
ANALYSING
In the revised taxonomy, evaluating comes before This may involve the students
creating as an idea, action, process or piece of interpreting, exemplifying, classifying,
information has to be critiqued to understand how to summarising, inferring, comparing or
create anything new from it. explaining.
APPLYING
Analysing
Breaking knowledge or ideas into
parts, determining how the parts Remembering
relate to one another or how they UNDERSTANDING
interrelate, or how the parts relate to Recalling knowledge from memory.
a wider overall structure or purpose. This may involve the students
naming, listing or describing.
This may involve the students
classifying, (re)organising, recognising
REMEMBERING
and analysing patterns, comparing or
testing.

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