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The Revised Bloom's Taxonomy of Educational Objectives

The document discusses Bloom's Taxonomy, an influential framework for categorizing educational objectives. It provides an overview of both the original and revised versions of Bloom's Taxonomy. The revised taxonomy has two dimensions - cognitive processes and knowledge dimensions. It also explores using apps and technology to apply the revised taxonomy in teaching and learning.

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Maria Elena Musa
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332 views18 pages

The Revised Bloom's Taxonomy of Educational Objectives

The document discusses Bloom's Taxonomy, an influential framework for categorizing educational objectives. It provides an overview of both the original and revised versions of Bloom's Taxonomy. The revised taxonomy has two dimensions - cognitive processes and knowledge dimensions. It also explores using apps and technology to apply the revised taxonomy in teaching and learning.

Uploaded by

Maria Elena Musa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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The Revised

Bloom's Taxonomy
of Educational
Objectives
Objectives
Formulate learning outcomes reflecting
the different levels of the Revised
Taxonomy.

Explore the use of technology apps


in applying the Revised Taxonomy.

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Advance Organizer
The Original Bloom's Taxonomy

Six levels of Bloom's taxonomy

The Revised Taxonomy

Two dimensions of the Revised Taxonomy

Practical Guide of the Revised


Taxonomy

Apps and the Revised Taxonomy


(Synapse Strengthener)

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Bloom's Taxonomy

Bloom’s Taxonomy is a
hierarchical ordering of cognitive
skills that can, among countless
other uses, help teachers teach
and students learn.
Old Bloom's
Taxonomy
Bloom’s Taxonomy was created by
Benjamin Bloom in 1956, published as a

“
kind of classification of learning
outcomes and objectives that have, in
the more than half-century since, been
used for everything from framing digital
tasks and evaluating apps to writing
questions and assessments.
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6 Levels of
Bloom's
Taxonomy

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Knowledge- defined as remembering of previously
learned material. This may involve the recall of a wide
range of material, from specific facts to complete theories,
but all that is required is the bringing to mind of the
appropriate information.

Comprehension is defined as the ability to grasp the


meaning of material.

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Application refers to the ability to use
learned material in new and concrete
situations.

Analysis refers to the ability to break down


material into its component parts so that its
organizational structure may be understood.

9
Synthesis refers to the ability to put parts together to
form a new whole. This may involve the production of a
unique communication (theme or speech), a plan of
operations (research proposal), or a set of abstract
relations (scheme for classifying information).

Evaluation is concerned with the ability to judge


the value of material (statement, novel, poem,
research report) for a given purpose. The
judgements are to be based on definite criteria.
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Revised
Taxonomy

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Differences between Old
and Revised Taxonomy
1. Levels or categories of thinking in the
old Taxonomy were nouns, while in the
Revised Taxonomy they are verbs.

2. Revised Taxonomy remains to be in


hierarchical levels of increasing
complexity.

3.The knowledge level was changed to


remember
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Differences between Old
and Revised Taxonomy

4. The comprehension level was change to


understand.

5. Synthesis was change to create

6. The cognitive domain now includes two


dimensions: The cognitive dimensions and the
knowledge dimension
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Practical Guide in using the Revised
Taxonomy

16
USES OF REVISED TAXONOMY

1. Writing Competencies

2. Develop Learning Objectives

17
Thanks!
Prepared by:
MACEDA, Mariela
GAPUD, Romel

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