Idea Transcript
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologists, led by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The graphic is a representation of the NEW verbiage associated with the long familiar Bloom's Taxonomy. Note the change from nouns to verbs to describe the different levels of the taxonomy.
Creating Evaluating Analyzing Applying Understanding Remembering Concept
Verbs that Express the Concept
Category
Remembering: Can the student recall or remember the information?
define, duplicate, list, memorize, recall, repeat, reproduce state
Knowledge
Understanding: can the student explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Knowledge
Applying: can the student use the information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write
Performance
Analyzing: can the student distinguish between the different parts?
appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Competency
Evaluating: can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate
Competency
Creating: Can the student create new product or point of view? d t i t f i ?
assemble, construct, create, design, d l develop, formulate, write. f l t it
Competency
©2011 Association of Clinical Research Professionals. Excerpted from “Bloom’s Taxonomy” by Richard C. Overbaugh and Lynn Schultz Old Dominion University http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Potential List of Verbs for Formulating Learning Objectives: The following verbs have been found to be effective in formulating learning objectives: Those that communicate knowledge: Information cite count define describe draw identify
indicate list name point quote read
recite recognize record relate repeat select
state summarize tabulate tell trace update
write
Comprehension assess associate classify compare compute
contrast demonstrate describe differentiate discuss
distinguish estimate explain express extrapolate
interpolate interpret locate predicts report
restate review translate
Application apply calculate choose complete demonstrate develop
employ examine illustrate interpolate interpret locate
match operate order practice predict prescribe
relate report restate review schedule select
sketch solve translate treat use utilize
Analysis analyze appraise contract contrast
criticize debate deduce detect
diagram differentiate distinguish experiment
infer inspect inventory measure
question separate summarize
Synthesis arrange assemble collect combine compose
construct create design detect document
formulate generalize integrate manage organize
plan prepare prescribe produce propose
specify validate
Evaluation appraise assess choose compare
critique decide determine estimate
evaluate grade judge measure
rank rate recommend revise
score select test
Those that impart skills: demonstrate diagnose diagram empathize
hold integrate internalize listen
massage measure operate palpate
pass percuss project record
visualize write
plan realize
reflect revise
transfer
Those that convey attitudes: acquire consider
exemplify modify
These verbs are better avoided: Those that are often used but open to many interpretations: appreciate believe have faith in know learn understand