EDEC 262 Lecture Notes - Lecture 3: Procedural Knowledge
22 Jun 2018
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Bloom’s taxonomy
Create - produce new or original work
—> design, assemble, construct, conjecture, develop, formulate, author, investigate
Evaluate - justify a stand or decision
—> appraise, argue, defend judge, select, support, value, critique, weigh
Analyze - draw connections among ideas
—> differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question,
test
Apply - use information in new situations
—> execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch
Understand - explain ideas or concepts
—> classify, describe, discuss, explain, identify, locate, recognize, report, select, translate
Remember - recall facts and basic concepts
-Define, duplicate, list, memorize, repeat, state
-The framework elaborated by Bloom and his collaborators consisted of six major categories:
knowledge, comprehension, application, analysis, synthesis and evaluation
-The categories after Knowledge were presented as “skills and abilities,” with the understanding
that knowledge was the necessary precondition for putting these skills and abilities into practice.
-The original taxonomy (1956):
-Knowledge “involves the recall of specifics and universals, the recall of methods and processes,
or the recall of a pattern, structure, or setting.”
-Comprehension “refers to a type of understanding or apprehension such that the individual
knows what is being communicated and can make use of the material or idea being
communicated without necessarily relating it to other material or seeing its fullest implications.”
-Application refers to the “use of abstractions in particular and concrete situations.”
-Analysis represents the “breakdown of a communication into its constituent elements or parts
such that the relative hierarchy of ideas is made clear and/or the relations between ideas
expressed are made explicit.”
-Synthesis involves the “putting together of elements and parts so as to form a whole.”
-Evaluation engenders “judgments about the value of material and methods for given purposes.”
The revised taxonomy (2001):
-A group of cognitive psychologists, curriculum theorists and instructional researchers, and
testing and assessment specialists published in 2001 a revision of Bloom’s Taxonomy with the
title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from
the somewhat static notion of “educational objectives” (in Bloom’s original title) and points to a
more dynamic conception of classification.
-The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to
label their categories and subcategories (rather than the nouns of the original taxonomy). These
“action words” describe the cognitive processes by which thinkers encounter and work with
knowledge:
Remember - recognizing, recalling
Understand - interpreting, exemplifying, classifying, summarizing, inferring, comparing,
explaining
Apply - executing, implementing
Analyze - differentiating, organizing, attributing
Evaluate - checking, critiquing
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