{"id":380,"date":"2010-04-12t06:30:37","date_gmt":"2010-04-12t06:30:37","guid":{"rendered":"http:\/\/blogs.vanderbilt.edu\/cft\/?p=380"},"modified":"2010-07-29t18:26:54","modified_gmt":"2010-07-29t18:26:54","slug":"blooms-revised-taxonomy-a-framework-for-assessing-student-learning","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2010\/04\/blooms-revised-taxonomy-a-framework-for-assessing-student-learning\/","title":{"rendered":"bloom\u2019s revised taxonomy \u2013 a framework for assessing student learning"},"content":{"rendered":"

\"\"as you head into the final few weeks of classes, you’re probably starting to think about end-of-semester assessments of your students’ learning.\u00a0 if you’re not familiar with bloom’s taxonomy of learning objectives<\/strong>, it’s worth getting to know since the taxonomy is a useful framework for thinking about the questions we ask of our students, particularly on exams.<\/p>\n

the original 1956 taxonomy<\/a> by benjamin bloom and his collaborators consisted of six educational objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation.\u00a0 if you’re familiar with bloom’s, that’s likely the version you know.\u00a0 however, there\u2019s a lesser known 2001 revision<\/a> of the taxonomy in which the objectives are described using verbs:<\/p>\n