Revised Bloom’s Taxonomy
1. Remembering
Can students recall or remember the information?
• Requires memory only
• Repeat information exactly as memorized.
• Retrieve relevant information from long term memory.
2. Understanding
Can the students explain ideas or concepts?
• Can the student understand?
• Change information from one form to another.
• Discover relationships.
• Requires rephrasing, rewording, and comparing information.
• Understand meaning.
3. Applying
Can students use new knowledge in another familiar situation?
• Apply knowledge (often procedural) to a routine task.
• Apply knowledge (often procedural) to a non-routine task.
• Use learning rules, information, concepts, principles, and theories in new situations.
• Requires application of knowledge to determine a single correct answer (apply, classify, choose, employ, write an example, solve, how many, which, what is).
4. Analyzing
Can the student distinguish between the different parts?
• Determine evidence (support, analyze, conclude, why).
• Draw conclusions.
• Find underlying structure.
• Identify motives or causes.
• Separate information (whole) into basic parts so that its organized structure can be understood.
• Take apart the known.
5. Evaluating
Can the student justify a decision or course of action?
• Judgment whether or not something is acceptable according to definite standards.
• Make judgments.
• Making value decisions about issues.
• Offer opinions (judge, argue, evaluate, assess, give your opinion, which is better?, do you agree?, would it be better?)
6. Creating
Can the student create new products, ideas or ways of viewing things?
• Combing parts into new or original patterns.
• Creating order.
• Produce original communications.
• Solve problem (more than one).
1. Remembering
Can students recall or remember the information?
• Requires memory only
• Repeat information exactly as memorized.
• Retrieve relevant information from long term memory.
2. Understanding
Can the students explain ideas or concepts?
• Can the student understand?
• Change information from one form to another.
• Discover relationships.
• Requires rephrasing, rewording, and comparing information.
• Understand meaning.
3. Applying
Can students use new knowledge in another familiar situation?
• Apply knowledge (often procedural) to a routine task.
• Apply knowledge (often procedural) to a non-routine task.
• Use learning rules, information, concepts, principles, and theories in new situations.
• Requires application of knowledge to determine a single correct answer (apply, classify, choose, employ, write an example, solve, how many, which, what is).
4. Analyzing
Can the student distinguish between the different parts?
• Determine evidence (support, analyze, conclude, why).
• Draw conclusions.
• Find underlying structure.
• Identify motives or causes.
• Separate information (whole) into basic parts so that its organized structure can be understood.
• Take apart the known.
5. Evaluating
Can the student justify a decision or course of action?
• Judgment whether or not something is acceptable according to definite standards.
• Make judgments.
• Making value decisions about issues.
• Offer opinions (judge, argue, evaluate, assess, give your opinion, which is better?, do you agree?, would it be better?)
6. Creating
Can the student create new products, ideas or ways of viewing things?
• Combing parts into new or original patterns.
• Creating order.
• Produce original communications.
• Solve problem (more than one).