Bloom’s revised taxonomy for cognitive development (thinking).

Category Examples of typical actions Key verbs

-Observe and recall ingredients in a recipe; - collect - examine - locate - quote - repeat - tabulate
Remembering: -List dates, events, places;
- count - find - match - recall - reproduce - tell
Recall previous learned -Define a concept;
information -Discovery of a new subject matter; - define - identify - memorise - read - retain - think back
-Recite a poem; - describe - know - name - recognise - select - write
-Quote a partner’s comments; - discover - label - outline - relate to - show
‘I know...’ -State the safety rules.
- draw - list - point out - reorganise - state
- Translate knowledge into a new context; - associate - demonstrate - explain - generalise - master - summarise
Comprehension: - Demonstrate a variety of ways to...;
- compare - differentiate - estimate - give an - paraphrase - translate
Comprehending the meaning, - Compare and contrast viewpoints;
translation, interpolation, and - Order, group then infer causes for...; -comprehend - discern - express example - predict
interpretation of instructions - Predict the effects or consequences of...; - convert - discuss - extend - indicate - relate
and problems. - Estimate the length of...; - contrast - distinguish - fathom - infer - report
‘I understand...’ - Explain in own words the steps for performing a task;
- describe - defend - grasp - interpret - rewrite
- State a problem in one's own words.
- Uses methods/concepts/theories in ad hoc situations; - adopt - collect - discover - make - prepare - try
Applying: - Apply what was learned in different contexts;
Use a concept in a new - apply - complete - establish - manipulate - produce - transfer
- Examine nutrition labels;
situation or unprompted use of - Solve problems using required skills or knowledge; - calculate - compute - examine - modify - relate - use
an abstraction. - Follow a plan involving complex steps; - change - construct - experiment - operate - show
- Modify the rules of a game; - choose - determine - illustrate - practise - solve
‘I use...to...’ - Independently discover a connection to something.
- classify - demonstrate - inquire - predict - test
- Distinguish between facts and inferences; - advertise - contrast - diagram - explain - order - separate
Analysing: - Investigate potential patterns in a sequence;
- analyse - compare - differentiate - illustrate - plan
Separates material or concepts - Classify or organise different parts;
- Recognise hidden meanings; - arrange - connect - discriminate - infer - question
into component parts so that
its organizational structure - Scrutinise significant components; - break down - deconstruct between - investigate - relate
may be understood. - Question a problem/ issue by using logical deduction; - categorise - deduce - distinguish - identify - scrutinise
- Discriminate between details to compare
‘I can identify...’ - classify - devise - divide - outline - select
information.
- experiment
- Judge a partner’s skills in...; - assess - consider - debate - estimate - judge - select
- Self-assess the quality of work produced;
Evaluating: - anticipate - compare - decide worth - justify - summarise
- Justify choices based on reasoned argument;
Make judgments about the - appraise - contrast - defend - explain - measure - support
- Verify value of evidence to support a claim;
value of ideas or materials.
- Recognises subjectivity in making decisions; - argue - convince - discriminate - grade - recommend - test
- Select the most effective solution; - choose - conclude - describe - inspect - relate - weigh
‘I assess...’ - Vote for the best...;
- conclude - critique - evaluate - interpret - rank
- Decide on a method to measure....
- Use existing ideas to build upon & create new ones; - adapt - construct - generalise - organise - relate - simulate
Synthesising:
- Generalise from given facts;
Builds a structure or pattern - assemble - create - integrate - plan - reorganise - speculate
- Relate knowledge from several areas to ...;
from diverse elements. Put - collaborate - design - invent - prepare - re‐write - structure
- Devise a test for...;
parts together to form a whole,
- Organise an event and prepare material for it; - combine - devise - imagine - produce - revise - summarise
with emphasis on creating a
- Design a machine to perform a specific task; - compile - forecast - make - rearrange - role play - tell
new meaning or structure.
- Solve by integrating knowledge from several sources;
‘I create...’ - compose - formulate - modify - reconstruct - substitute - write
- Revise and process to improve the outcome/product.

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 Bloom’s revised taxonomy for affective development (attitudes).
Category Actions Key verbs
Receiving: Engage - ask - use - erect
Is willing to notice a particular - choose - reply - locate
Listen to others with respect. Listen for and remember the name of newly introduced
phenomenon. - describe - hold - name
people.
- follow - identify - point to
Observe, be conscious of, realise, be sensitive, attend, listen, discriminate, be alert, - give - sit - select
prefer.
Responding: Respond - answer - greet - read
Reacts with compliance, then - assist - help - recite
Participates in class discussions. Gives a presentation. Questions new ideals, concepts,
willingly, then with satisfaction. - aid - label - report
models, etc. in order to fully understand them. Know the safety rules and practices them.
- comply - perform - select
Willing, comply, obey, look, engage, display, practice, respond, assume, cooperate, - conform - practice - tell
contribute, volunteer, exhibit, consider, participate, enrich, extend, explore. - discuss - present - write
Choosing: Accept...decide choices - complete - initiate - report
Decides and/or accepts the value, - demonstrate - invite - select
Demonstrates belief in the democratic process. Is sensitive towards individual and cultural
importance or worth of a thing. - differentiate - join - share
differences (value diversity). Shows the ability to solve problems. Proposes a plan to social
improvement and follows through with commitment. Informs management on matters - explain - justify - study
that one feels strongly about. - follow - propose - work
- form - read
Continuing desires, grow, feel, participate, assume responsibility, enable, initiate,
examine, prefer, accept, devote, show loyalty.
Organisation: Evaluate - adhere - defend - modify
Values organised into hierarchy of - alter - explain - order
Recognizes the need for balance between freedom and responsible behaviour. Accepts
importance; determines - arrange - formulate - organise
responsibility for one’s behaviour. Explains the role of systematic planning in solving
interrelationships; adapts problems. Accepts professional ethical standards. Creates a life plan in harmony with - combine - generalise - prepare
behaviour to value system. abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the - compare - identify - relate
organization, family, and self. - complete - integrate - synthesise
Crystallise, relate, weigh, is realistic, judge, regulate.
Characterisation: Autonomy - act - modify - question
Generalises certain values into - discriminate - perform - revise
Shows self-reliance when working independently. Cooperates in group activities (displays
controlling tendencies; then - display - practice - serve
teamwork). Uses an objective approach in problem solving. Displays a professional
emphasises internal consistency; commitment to ethical practice on a daily basis. - influence - propose - solve
then integrates values into life Revises judgments and changes behaviour in light of new evidence. Values people for - listen - qualify - verify
philosophy and world view. what they are, not how they look.

Ready, revise, change, view, approach, plan, arrive, relay, examine, judge, is consistent.

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 Bloom’s revised taxonomy for psycho-motor development (skills).
Category
Imitation:
Observing and patterning behaviour after someone else.
The early stages in learning a complex skill that includes imitation and
trial and error. Performance may be of low quality. .
Manipulation:
Being able to perform certain actions by following instructions and
practicing.
This is the intermediate stage in learning a complex skill. Learned
responses have become habitual and the movements can be
performed with some confidence and proficiency.
Precision:
Refining, becoming more exact. Can predict outcomes.
The skillful performance of motor acts that involve complex
movement patterns. Proficiency is indicated by a quick, accurate, and
highly coordinated performance, requiring a minimum of energy. This
category includes performing without hesitation, and automatic
performance. Few errors are apparent.
Adaptation:
Well-developed skills, can modify movement patterns to fit special
requirements.
Coordinating a series of actions, achieving harmony and internal
consistency.
Origination:
Creating new movement patterns to fit a particular situation or
specific problem. Learning outcomes emphasize creativity based upon
highly developed skills.
RV Oct. ‘14
Actions Key words
Copy copies, traces, follows, react, reproduce,
responds
Copying a work of art. Performs a mathematical equation as
demonstrated. Follows instructions to build a model. Responds
hand-signals of instructor while learning to operate a forklift.
Experiment Assembles, calibrates, constructs,
dismantles, displays, fastens, fixes,
Creates work on one's own, after taking lessons, or reading about grinds, heats, manipulates, measures,
it. Use a personal computer. Repair a leaking faucet. Drive a car.
mends, mixes, organizes, sketches.
Refine...Predict Assembles, builds, calibrates, constructs,
dismantles, displays, fastens, fixes,
Utter sounds of satisfaction or expletives as soon as they hit a grinds, heats, manipulates, measures,
tennis ball or throw a football, because they can tell by the feel of
mends, mixes, organizes, sketches.
the act what the result will produce. Manoeuvres a car into a tight
parallel parking spot. Operates a computer quickly and accurately.
Displays competence while playing the piano. NOTE: The Key Words are the same as
Mechanism, but will have adverbs or
adjectives that indicate that the
performance is quicker, better, more
accurate, etc.
Modify Adapts, alters, changes, rearranges,
reorganizes, revises, varies.
Responds effectively to unexpected experiences.
Modifies instruction to meet the needs of the learners. Perform a
task with a machine that it was not originally intended to do
(machine is not damaged and there is no danger in performing).
Producing a video that involves music, drama, colour, etc.
Generate (Agency) Arranges, builds, combines, composes,
constructs, creates, designs, initiate,
Constructs a new theory. Develops a new and comprehensive makes, originates.
training programming. Creates a new gymnastic routine.
Cognitive Affective Psychomotor
Remembering: Know Receiving: Engage. Imitation: Copy.

Comprehension: Understand. Responding: Respond. Manipulation: Experiment.

Applying: Use. Choosing: (accept) Precision: Refine.

Analysing: Identify. Choosing: (decide) Precision: Predict.

.
Evaluating: Assess. Organisation: Evaluate. Adaptation: Modify.

Synthesising: Create Characterisation: Autonomy. Origination: Generate (Agency).

RV Oct. ‘14