Bloom's Taxonomy

There is a new format of Bloom's Taxonomy:

The old terminology used the following:  Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation

The new terminology uses these terms:  Remembering  Understanding  Applying  Analyzing  Evaluating  Creating

Remembering: can the student recall or remember the information?

Assessment:  define, duplicate, list, memorize, recall, repeat, reproduce state

Understanding: Can the student explain ideas or concepts?

Assessment:  classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

Applying: Can the student use the information in a new way?

Assessment:  choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

Analyzing: Can the student distinguish between the different parts?

Assessment: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

Evaluating: can the student justify a stand or decision?

Assessment: appraise, argue, defend, judge, select, support, value, evaluate

Creating: Can the student create new product or point of view?

Assessment: assemble, construct, create, design, develop, formulate, write

Source: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Note the verbs used in the GLE/CLE and their checks for understanding with the new Bloom’s terminology. These are correlated with levels III-VI of Bloom’s.  The SPI's use verbs at levels I and II. That is because is difficult to use the upper levels in a multiple-choice format on a standardized test.

Do not limit your instruction to SPI's, because that would focus only on the lower levels of thinking skills. You must always have in mind the GLE/CLE and Checks for Understanding as you construct lessons to ensure high-level thinking.