Bloom's Taxonomy Quotes

Unistructural Memorize, identify, recognize, count, define, draw, find, label, match, name, quote, recall, recite, order, tell, write, imitate Multistructural Classify, describe, list, report, discuss, illustrate, select, narrate, compute, sequence, outline, separate Relational Apply, integrate, analyse, explain, predict, conclude, summarize (précis), review, argue, transfer, make a plan, characterize, compare, contrast, differentiate, organize, debate, make a case, construct, review and rewrite, examine, translate, paraphrase, solve a problem Extended abstract Theorize, hypothesize, generalize, reflect, generate, create, compose, invent, originate, prove from first principles, make an original case, solve from first principles Table 7.2  Some more ILO verbs from Bloom’s revised taxonomy Remembering Define, describe, draw, find, identify, label, list, match, name, quote, recall, recite, tell, write Understanding Classify, compare, conclude, demonstrate, discuss, exemplify, explain, identify, illustrate, interpret, paraphrase, predict, report Applying Apply, change, choose, compute, dramatize, implement, interview, prepare, produce, role play, select, show, transfer, use Analysing Analyse, characterize, classify, compare, contrast, debate, deconstruct, deduce, differentiate, discriminate, distinguish, examine, organize, outline, relate, research, separate, structure Evaluating Appraise, argue, assess, choose, conclude, critique, decide, evaluate, judge, justify, monitor, predict, prioritize, prove, rank, rate, select Creating Compose, construct, create, design, develop, generate, hypothesize, invent, make, perform, plan, produce

Comprehension and analysis tasks are found at the relatively lower end of Bloom’s taxonomy spectrum (discussed in detail later in the chapter), while synthesis and evaluation are found at the higher end.

To summarize, the model I created was a revision of Bloom’s Taxonomy. Usually, in the 2000’s, it was common for people to use a pyramid to represent Bloom’s Taxonomy, with “remember” at the base, and “synthesize” at the shortest part, or the top. This was a good model for determining the attainability of each skill and the levels each skill is at, but I decided to use the umbrellas to add stronger emphasis on how each skill depended on and impacted one another. I did not think that the pyramid modeled this dependency and impact well, because it did not visually show how each skill overlapped one another; it merely showed the levels of each skill, not how each skill depended on and impacted one another.

The umbrellas that I came up with were intended to preserve the taxonomic organization of the skills while showing how each skill overlaps, through the “shadows” they cast. The “apply” skill is directly dependent on the “understand” skill, for instance. The “understand” skill casted its shadow on the “apply” skill. The “remember” skill, as the biggest and uppermost umbrella, casted its shadow on all of the umbrellas, showing that understanding, applying, analyzing, evaluating, and synthesizing was impacted by the way a person remembers stuff. So, it pretty much was meant to be more accurate at the technical level.

The chief virtue of Bloom’s Taxonomy was its simplicity: six categories, not sixty.