Revised Bloom’s Taxonomy
Revised Bloom’s taxonomy emphasizes students’ learning outcomes through the use of refined terms. The revised taxonomy is a refreshed take on Bloom’s Taxonomy from 1956, which examined cognitive skills and learning behavior. Changes to terminology, structure and emphasis are a part of the revised approach. Nouns such as evaluation or synthesis are now replaced with verbs such as creating or evaluating, respectively. With structure, “creating” now becomes the highest level—the area meant for generating ideas or constructing a new point of view. Emphasis has also changed, whereby the taxonomy is aimed at wider audiences and attempts to be more universal beyond grade school.
Revised Bloom’s taxonomy refers to the emphasis on two learning domains that make up educational objectives: cognitive (knowledge) and affective (attitude). The revised taxonomy focuses on six levels: remember, understand, apply, analyze, evaluate and create. These verbs refer to the cognitive process that students encounter and the knowledge that they work with. For instance, a verb under the “remember” category may ask students to recall how to perform CPR where a verb under the “create” category may ask students to design an effective project workflow.