Revised Bloom’s Taxonomy (RBT) and North Carolina Essential Standards

1. Revised Bloom’s Taxonomy (RBT)andNorth Carolina Essential Standards March 5, 2010

2. NC DPI Goal:NC public schools will produce globally competitive students. The Purpose of Standards:To define and communicate the knowledge and skills a student must master to be globally competitive.

3. ES ES ES ES ES ES ES ES ES ES Principles and Filters Criteria Filters Course Generalized goals Examples and processes to achieve criteria Student Outcomes • Enduring • Measurable • Clear and Concise National & InternationalStandards 21st Century Skills Revised Bloom’s Taxonomy Assessment Prototypes • Prioritized and Focused • Rigorous • Relevant to the Real World

4. ES ES ES ES ES ES ES ES ES ES Course The Essential Standard is the organizing unit.

5. Bloom’s Revised Bloom’s • Create • Evaluation • Evaluate • Synthesis • Analyze • Analysis • Apply • Application • Understand • Comprehension • Knowledge • Remember

6. Revised Bloom’s Taxonomy Revised Bloom’s Taxonomy is a taxonomy of both cognitive process and knowledge.

7. Revised Bloom's Taxonomy Essential Standards take the following form... Subject Verb Object The Student CognitiveProcess Knowledge The student willinterpretdata from statistical investigations presented in tables and bar graphs. Example

8. Revised Bloom’s Taxonomy Cognitive Process The Cognitive Processes (or verbs) in the RBT have very specific meanings. • For Example: • Implementing requires adjusting a process to a new situation • Explaining requires constructing a cause-and-effect model of a system (e.g. explain the recent downturn in the global economy) • Inferring requires drawing a logical conclusion from presented information (e.g. in learning a foreign language, infer grammatical principles from examples)

9. The verbs provide clues as to the cognitive process category intended by the person or persons writing the standard. Adopted from the original Bloom’s taxonomy of educational objectives, there are six cognitive process categories.

10. Revised Bloom’s Taxonomy The Cognitive Process Dimension Understand Remember Evaluate Analyze Create Apply

11. Each of the six cognitive process categories was divided into specific cognitive processes. Nineteen (19) specific cognitive processes were identified.

13. Unlike the verbs, the objects of the standards are subject-specific (e.g., math, science, social studies). The objects specify the CONTENT of the standard. For several reasons, CONTENT was replaced by KNOWLEDGE.

14. Difference Between Content and Knowledge? • Content is subject-matter specific. If you focused on content, then, you would need as many taxonomies as there are subject matters (e.g., one for science, one for history, etc.). • Content exists outside the student. A major problem, then, is how to get the content inside the student. When content gets inside the student, it becomes knowledge. This transformation of content to knowledge takes place through the cognitive processes used by the student.

15. Four Types of Knowledge • Factual Knowledge • Conceptual Knowledge • Procedural Knowledge • Metacognitive Knowledge

16. Revised Bloom’s Taxonomy The Cognitive Process Dimension The Knowledge Dimension Understand Analyze Remember Create Apply Evaluate Factual Conceptual Procedural Meta-Cognitive

17. 2-D Revised Bloom’s Taxonomy http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

18. Questions • Comments • Suggestions