Bloom's Taxonomy with Key Words

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Brice Barnett
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1 Blo~~ s Taxonomy Bloom's Taxonomy with Knowledge - Recall Forming questions, which ask for facts to be recalled, is a type of thinking often classified as knowledge. At this level of thought the learner shows in some basic way knowledge of some basics. "Questions often start with words such as who, what, when, or where. The learner may be asked to match, list, recall, underline, pick, say, or show. At the knowledge level, it is easy to decide whether an answer is correct or incorrect." who what why when omit where which choose find how define show spell list match name relate tell recall select label Comprehension - Explain The comprehension level of thinking shows that you understand what you have heard or read. Questions at this level ask the learner to restate something, rewrite, give an example, illustrate, define, summarize, or otherwise prove that the knowledge or basic facts have become internalized. Main idea questions, as well as vocabulary questions, which ask you to define or use the word, are at the comprehension level. compare contrast demonstrate interpret explain extend illustrate infer outline relate rephrase translate summarize show classify Application - Use The application level of thinking asks that knowledge be used in some way. The question may ask you to organize your facts, construct some model, draw or paint an example, collect data from reading or data, and/or demonstrate or dramatize an event. 1 of3 8/5/ :12 AM

2 Bloom's Taxonomy achieve. psdr3.org/bloom.html apply interview select build make use of utilize choose organize model construct experiment with identify develop plan solve Analysis - Take Apart The analysis level asks the learner to examine the facts, to classify, survey, experiment, categorize, or explore. For example, a list of problems faced by characters in a reading is analysis. Analysis questions can include take apart, analyze, categorize, compare, contrast, subdivide, classify, or outline. analyze inspect theme categorize simplify relationships classify survey function compare take part in motive contrast test for inference discover distinguish assumption divide list conclusion examme distinction dissect Synthesis - Make it new The synthesis level of thinking asks your mind to play around with new information and form new images. The knowledge you received combines with what you already have to make a new connection. Some process words for synthesis are imagine, combine, role-play, compose, invent, predict, create, design, adapt, develop. build makeup adapt choose originate minimize combine plan maximize compile predict delete compose propose theorize construct solve solution elaborate create suppose test design discuss improve 2 of3 8/5/ :12 AM

3 Blo ~m's Taxonomy achieve. psdr3. org/bloom.html develop formulate 1magme invent modify change original improve happen change estimate Evaluation - Judge it The evaluation level of thinking asks that you judge according to some standard. A question can ask you to identify an important criterion to complete a task, or ask that you rate something based upon a predetennined criterion. award recommend prove choose rule on disprove conclude select assess criticize agree appraise influence decide prioritize perceive defend opinion value determine interpret estimate dispute explain influence evaluate support deduct justify importance judge measure criteria mark compare rate 3 of3 8/5/ :12 AM

4 Bloom's Taxonomy Action Verbs Definitions Knowledge Comprehension Application Analysis Synthesis Evaluation Bloom's Remember Demonstrate an Apply knowledge Break down Compile Make and de.fend Definition previously understanding of to actual objects or ideas component judgments based learned the facts. situations. into simpler parts ideas into a new on internal information. and find evidence whole or evidence or to support propose external criteria. I generalizations. alternative solutions. Verbs Arrange Classify Apply Analyze Arrange Appraise Define Convert Change Appraise Assemble Argue Describe Defe.nd Choose Breakdown Categorize Assess Duplicate Describe Compute Calculate Collect Attach Identify Discuss Demonstrate Categorize Combine Choose Label Distinguish Discover Compare Comply Compare List Estimate Dramatize Contrast Compose Conclude Match Explain Employ Criticize Construct Contrast Memorize Express Illustrate Diagram Create Defend Name 1: Extend Interpret Differentiate Design Describe Order Generalized Manipulate Discriminate Develop Discriminate Outline Give e.xample(s) Modify Distinguish Devise Estimate Recognize Identify Operate Examine Explain Evaluate Relate Indicate Practice Experiment Formulate Explain Recall Infe r Predict Identify Generate Judge Repeat Locate Prepare Illustrate Plan Justify Reproduce Paraphrase Produce Infer Prepare Interpret Select Predict Relate Model Rearrange Relate State Recognize Schedule Outline Reconstruct Predict Rewrite Show Point out Relate Rate Review Sketch Question Reorganize Select Select Solve Relate Revise Summarize Summarize Use Select Rewrite Support Translate Write Separate Set up Value I Subdivide Summarize Test Synthesize Tell Write

Depth of Knowledge (DOK) Levels Identify Memorize Who, What, When, Where, Why State Name Tabulate Tell Use Recognize Connect Synthesize Apply Concepts Critique Analyze Create Identify Patterns

5 Depth of Knowledge (DOK) Levels Identify Memorize Who, What, When, Where, Why State Name Tabulate Tell Use Recognize Connect Synthesize Apply Concepts Critique Analyze Create Identify Patterns Organize Separate Cause/Effect Estimate Compare Construct Modify Predict Interpret Distinguish Use Context Cues Make Observations Use Concepts to Solve Non-Routine Problems Compare Explain Phenomena in Terms of Concepts Formulate Investigate Draw Conclusions Hypothesize Cite Evidence level One Adivities Level Two Adivities I Level Three Adivities Level Four Adivities Recall elements and details of story Identify and summarize the major Support ideas with deta ils and Conduct a project that requires structure, such as sequence of events in a narrative. examples. specifying a problem, designing and events, character, plot and setting. conducting an experiment, analyzing its data, and reporting results/ Use context cues to identify the Use voice appropriate to the Conduct basic mathematical meaning of unfamiliar words. purpose and audience. solutions. calculations. Solve routine multiple-step problems. Identify research questions and Apply mathematical model to Label locations on a map. design investigations for a Describe the cause/effect of a illuminate a problem or situation. scientific problem. Represent in words or diagrams a particular event. Analyze and synthesize scientific concept or relationship. Develop a scientific model for a information from multiple sources. Identify patterns in events or complex situation. Perform routine procedures like behavior. Describe and illustrate how common measuring length or using Determine the author's purpose themes are found across texts from Formulate a routine problem given punctuation marks correctly. and describe how it affects the different cultures. data and conditions. interpretation of a reading Describe the features of a place or selection. Design a mathematical model to Organize, represent and interpret people. inform and solve a practical data. Apply a concept in other contexts. or abstract situation. Webb, Norman I.. and othets. ~b Alignment Too/"24 July *>eonsin Center of Educational Research. UnNmity of Wi>eoosin-Madison. 2 Feb <htlp//\111w.wcer.wisc.edu/wat/index.aspx>.

Levels of Thinking in Bloom's Taxonomy and Webb's Depth of Knowledge Bloom's - Old Version (1956) Bloom's - New Version (1990's) Webb's DOK (2002) - Bloom's six major categories were changed from

6 Levels of Thinking in Bloom's Taxonomy and Webb's Depth of Knowledge Bloom's - Old Version (1956) Bloom's - New Version (1990's) Webb's DOK (2002) - Bloom's six major categories were changed from noun to verb forms in the new version which was developed in the 1990's and released in The knowledge level was renamed as remembering. Comprehension was retitled understanding, and synthesis was renamed as creating. In addition, the top two levels of Bloom's changed position in the revised version. Norman L. W. e. bb of Wisconsin Center for Educational.Res.earc. h generat.ed DOK levels to I aid in alignment analysis of curriculum, objectives, standards, and assessments. Webb's Depth of Knowledge & Corresponding Verbs Analysis Anafyzlng Strategic Thinking Break down material Into component parts so that its OT1 anizational strllcture may be understood. Judge value of material far a given purpose. Put elements together to form a coherent or functional whole; reorganizing elements Into a new pattern or structure through '--~-'-~~~~~~~-'-~g_e_ne_r_a_~_n~~wp~~-a~nn_1_n~~~o_r~p~r_o_d_uc_ Requires reasoning, developing p/pn or a sequence of steps, some comple11lty, m<1re than one possible answer, higher level of thinking them previous 2 levels. apprise, assess, cite evidence, critique, develop a logical argument, differentiate, draw conclusions, explain phenomena in terms of concepts, formulate, hypothesize, investigate, revise, use concepts to solve non-routine problems Requires lnvestigat/qji, complex reasoolng, pltmnl11g, developing, and thinking-probably over. an extended period of time. *Longer time period is not an applicable factor If work Is simply repetitive and/or does not require higher-order t-hlnking. analyze, apply concepts, compose, connect, create, critique, defend, design, evaluate, l_n~g.~ L.~ju_d~g~e~ ~p_ro~p_o_s_e,~p~r_o_v~e,~s_u~p~p_o_rt~,_sy~n_t_h_es_iz_e~~~~~~~~~~~~~~~~~~ f r'!j};fr. f'i ~k1 :<\ / UU8

Analysis: Evaluation: Knowledge: Comprehension: Synthesis: Application:

Analysis: Evaluation: Knowledge: Comprehension: Synthesis: Application: In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions