REVISED
BLOOM’S TAXONOMY AND THE DIFFERENT LEVELS OF QUESTIONS
Aims
and Objectives of Education
Acquiring
the capacities of understanding, appreciation and expression through word and
act, are the fundamental aims of education. It should not just follow a narrow aim
of preparing individuals for livelihood.
The goal of classroom questioning is not
to determine whether students have learned something but rather to guide students to help
them learn necessary information and material. Questions should be used to teach students rather than to just test
students.
Teachers spend enough share of classroom time testing
students through questions. Most of the questions are based on memory. These
questions though important to assess the student, are not enough to evaluate
the learning levels. These also lack the thrust to make a student appreciate importance
of lifelong learning activity.
The assessment
questions based on revised Bloom’s taxonomy makes a teacher assess the student
on multiple learning outcomes. These outcomes are aligned to local, and global
standards and objectives. Development of
lesson plan and assessment questions that integrate with blooms taxonomy goes
hand in hand. The teacher develops lessons such that each level on learning is
given its due.
Revised Bloom’s Taxonomy (RBT) names six major
categories to verb form instead of noun form in earlier blooms taxonomy. It
reflects different form of thinking process in verbs. These verbs are means to
qualitatively evaluate different kind of thinking. It has helped organize the
thinking skills into six levels. The most basic is based on ability to recall and
the most advanced is based on ability to create.
Fig. Six levels of RBT
Level 6 - Creating:
Generating new ideas, products, or ways of viewing things, designing,
constructing, planning, producing, inventing.
Level 5 - Evaluating:
Justifying a decision or course of action, checking, hypothesizing, critiquing,
experimenting, judging.
Level 4 - Analyzing:
Breaking the information in parts to explore understanding and relationships,
comparing, organizing, deconstructing, interrogating, finding.
Level 3 - Applying:
Using the information in another familiar situation, implementing, carrying
out, using, executing.
Level 2 - Understanding:
Explaining ideas, interpreting, summarizing, classifying, explaining.
Level 1- Remembering:
Recalling information. describing, naming, finding, listing, recognizing
RBT provides a
way to organize thinking skills into six levels, from the most basic to the
more complex levels of thinking. Level 5 and 6 are at high order of thinking.
Table below shows the action verbs categorized as per the knowledge dimension and cognitive process dimension.
Table1. Action verbs in revised Bloom's taxonomy
Cognitive process
dimension
|
Knowledge dimension
|
Factual
|
Conceptual
|
Procedural
|
Meta-cognitive
|
Level-6
Create
|
Generate
|
Assemble
|
Design
|
Create
|
Put or reorganize elements to form meaningful/new /alternate structure
(• Adapt • Build • Change • Choose •
Combine • Compile • Compose • Construct • Create • Delete • Design • Develop
• Discuss • Elaborate • Estimate • Formulate • Happen • Imagine • Improve •
Invent • Make up • Maximize • Minimize • Modify • Original • Originate • Plan
• Predict • Propose • Solution • Solve • Suppose • Test • Theory)
|
Level-5
Evaluate
|
Check
|
Determine
|
Judge
|
Reflect
|
Make judgement based on standards
(• Agree • Appraise • Assess • Award •
Choose • Compare • Conclude • Criteria • Criticize • Decide • Deduct • Defend
• Determine • Disprove • Estimate • Evaluate • Explain • Importance •
Influence • Interpret • Judge • Justify • Mark • Measure • Opinion • Perceive
• Prioritize • Prove • Rate • Recommend • Rule on • Select • Support • Value)
|
Level-4
Analyze
|
Select
|
Differentiate
|
Integrate
|
Deconstruct
|
Break the system in to constituent parts and determine their relation
(• Analyze • Assume • Categorize •
Classify • Compare • Conclusion • Contrast • Discover • Dissect • Distinguish
• Divide • Examine • Function • Inference • Inspect • List • Motive •
Relationships • Simplify • Survey • Take part in • Test for • Theme)
|
Level -3
Apply
|
Respond
|
Provide
|
Carry out
|
Use
|
Use the procedure in given situation
(• Apply • Build • Choose • Construct
• Develop • Experiment with • Identify • Interview • Make use of • Model •
Organize • Plan • Select • Solve • Utilize)
|
Level-2
Understand
|
Summarize
|
Classify
|
Clarify
|
Predict
|
Construct meaning from given information
(Classify • Compare • Contrast •
Demonstrate • Explain • Extend • Illustrate • Infer • Interpret • Outline •
Relate • Rephrase • Show • Summarize • Translate)
|
Level-1
Remember
|
List
|
Recognize
|
Recall
|
Identify
|
Retrieve knowledge from long term memory
(Choose • Define • Find • How • Label
• List • Match • Name • Omit • Recall • Relate • Select • Show • Spell • Tell
• What • When • Where • Which • Who • Why)
|
