Revised Taxonomy of Educational Objectives*



Revised Taxonomy of Educational Objectives*

|This revised Bloom’s Taxonomy |1.Remember: |2. Understand: |3. Apply: |4. Analyze: |5. Evaluate: |6. Create: |

|will assist you as you work to |retrieving relevant knowledge|determining the meaning of |carrying out or using a |breaking material into its |making judgments based on |putting elements together to|

|improve instruction to ensure |from long term memory |instructional messages |procedure in a given situation|constituent parts and detecting|criteria and standards |form a novel, coherent whole|

|that |Recognizing |Interpreting |Executing |how the parts relate to one |Checking |or make an original product |

|Standards, lessons, and |Recalling |Exemplifying |Implementing |another and to an overall |Critiquing |Generating |

|assessments are aligned. | |Classifying | |structure or purpose | |Planning |

|Lessons are cognitively rich. | |Summarizing | |Differentiating | |Producing |

|Instructional opportunities are | |Inferring | |2. Organizing | | |

|not missed. | |Comparing | |Attributing | | |

| | |Explaining | | | | |

|Factual Knowledge: basic elements| | | | | | |

|that students must know to be | | | | | | |

|acquainted with a discipline or | | | | | | |

|solve a problem in it. | | | | | | |

|Knowledge of terminology | | | | | | |

|Knowledge of specific details and| | | | | | |

|elements | | | | | | |

|Conceptual knowledge: the | | | | | | |

|interrelationships among the | | | | | | |

|basic elements within a larger | | | | | | |

|structure that enable them to | | | | | | |

|function together | | | | | | |

|Knowledge of classification | | | | | | |

|Knowledge of principles and | | | | | | |

|generalizations | | | | | | |

|Knowledge of theories, models and| | | | | | |

|structures | | | | | | |

|Procedural knowledge: | | | | | | |

|How to do something: methods of | | | | | | |

|inquiry, and criteria for using | | | | | | |

|skills, algorithms, techniques | | | | | | |

|and methods | | | | | | |

|Knowledge of subject specific | | | | | | |

|skills and algorithms | | | | | | |

|Knowledge of techniques and | | | | | | |

|methods | | | | | | |

|Knowledge of criteria for | | | | | | |

|determining when to use | | | | | | |

|appropriate procedures | | | | | | |

|Metacognitive knowledge: | | | | | | |

|knowledge of cognition in general| | | | | | |

|as well as awareness of one’s own| | | | | | |

|cognition | | | | | | |

|Strategic knowledge | | | | | | |

|Cognitive tasks, including | | | | | | |

|appropriate contextual and | | | | | | |

|conditional knowledge | | | | | | |

|Self-knowledge | | | | | | |

*SC SDE (Pat Mohr). Adapted from Lorin W. Anderson, David R. Krathwohl et al (Eds.) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives ( 2001; published by Allyn and Bacon, Boston, MA ( 2001 by Pearson Education; reprinted by permission of the publisher

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Cognitive Process Dimension

Knowledge Dimension

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