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Taxonomy

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20 views2 pages

Taxonomy

Uploaded by

Quỳnh Nguyễn
Copyright
© © All Rights Reserved
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Bloom’s taxonomy is a classification system used to define and distinguish

different levels of human cognition (thinking, learning, understanding). Teachers


use Bloom’s taxonomy to guide assessments, curriculum, and instructional
methods. Alan Bloom's classic 1956 learning taxonomy was revised and refined
by Lorin Anderson and David Krathwohl in 2000.

Bloom’s Taxonomy (1956)


• Knowledge: Learner’s ability to recall information
• Comprehension: Learner’s ability to understand information
• Application: Learner’s ability to use information in a new way
• Analysis: Learner’s ability to break down information into its essential
parts
• Synthesis: Learner’s ability to create something new from different
elements of information
• Evaluation: Learner’s ability to judge or criticize information

Anderson and Krathwohl’s Taxonomy (2000)


• Remember: Learner’s ability to recall information
• Understand: Learner’s ability to understand information
• Apply: Learner’s ability to use information in a new way
• Analyze: Learner’s ability to break down information into its essential parts
• Evaluate: Learner’s ability to judge or criticize information
• Create/Design: Learner’s ability to create something new from different
elements of information

Updates from Bloom to Anderson/Krathwohl:


The updates are reflective of a more active thought process and include three main
changes:
• Category names were revised from nouns to verbs.
• The last two stages of Bloom’s Taxonomy were switched so that evaluation
(evaluating) comes before synthesis (creating).
• The knowledge (remembering) category was updated to reflect four
knowledge dimensions instead of three.

Lorin Anderson and David Krathwohl : A Taxonomy for Learning, Teaching, and
Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New
York : Longman, ©2001.
 
 
wlclassroom.com
Tips for using the updated taxonomy in the language classroom along with examples
of questions and verbs to use when creating tasks, activities & assessments:

Level Questions & Verbs


REMEMBER Can the student recall or remember the
Retrieving, recognizing, and recalling information?
relevant knowledge from long-term
memory. [arrange, define, label, list, match,
memorize, name, order, recognize, repeat,
reproduce, restate]
UNDERSTAND Can the student explain ideas or concepts?
Constructing meaning from oral, written,
and graphic messages. [classify, compare, describe, discuss,
express, give examples, give main idea,
infer, interpret, paraphrase, report, review,
select, summarize]
APPLY Can the student use the information in a
Carrying out or using a procedure. new way?

[demonstrate, dramatize, illustrate,


implement, outline, point out, role play,
show, sketch, solve]
ANALYZE Can the student distinguish between the
Breaking material into constituent parts, different parts?
determining how the parts relate to one
another and to an overall structure or [analyze, break down, calculate, categorize,
purpose. compare, contrast, differentiate, dissect,
distinguish, examine, organize, question,
test]

EVALUATE Can the student justify a stand or decision?


Making judgments based on criteria and
standards. [argue, assess critique, check, conclude,
compare, criticize, defend, estimate,
evaluate, judge, justify, predict, rate, select,
support, value]
CREATE/DESIGN Can the student create or design a new
Putting elements together to form a product or point of view?
coherent or functional whole; reorganizing
elements into a new pattern. [assemble, combine, compile, compose,
construct, develop, devise, formulate,
generate, invent, organize, plan, prepare,
produce, propose, reconstruct, revise,
rewrite, write]
 

wlclassroom.com

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