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This slideshow presents an updated way of looking at Bloom's Taxonomy.The only change is the elimination of Synthesis? And the addition of Creation? I'm not seeing a major benefit here. My own modification seems just as good; I simply add a higher category: Implications and Ramifications. I think the Synthesis step is essential, and use it much the way this change uses create: combine etc.The other page, the flower/star illustration, is too crowded to be helpful.
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The New Bloom
Folwell Dunbar, 2007
Knowledge
Comprehension
Application
Analysis
Synthesis
EvaluationBLOOM1956
Creating
Evaluating
Remembering
Understanding
Applying
Analyzing
BLOOM2007
Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Carrying out or using a procedure through executing, or implementing.
Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and
attributing.
Making judgments based on criteria and standards through checking and critiquing.
Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Bibliography
• Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman.
• Bloom, Benjamin S. & David R. Krathwohl. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals by a Committee of College and University Examiners. Handbook 1: Cognitive Domain. New York, Longmans.
• Ferguson , C. (2002). Using the Revised Taxonomy to Plan and Deliver Team- Taught, Integrated, Thematic Units. Theory into Practice, 41 (4).
