Revised Bloom’s Taxonomy

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Cognitive Processes

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Knowledge Dimension

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Cognitive Process + Knowledge Dimension Applications Matrix

The following section provides the examples embedded above in a more linear fashion. If you have any suggestions or critiques you would like to share about the following applications of the Revised Bloom’s Taxonomy matrix, please feel free to do so using the comments feature on this page or the Hypothesis annotation layer (preferred). Teaching is an iterative process, and I welcome strategies for improving these sample learning objectives.

If you are interested in using this matrix to think about your own teaching and learning or to map out learning objectives, you can download this Bloom’s Revised Taxonomy: Cognitive Process x Knowledge Dimension Worksheet. For an editable Google document version of the matrix, you can make a copy of the OPP19C Learning Taxonomy Worksheets Google Drive Document.

Remember

Retrieve relevant knowledge from long-term memory.^[1]

REMEMBER + FACTUAL

• List three of the notable ways Victorians could access new novels during the 1850s. (For example, serials published in periodicals, three-volume novels circulated in Mudie’s, cheap volume editions sold in train stations.)
• Describe two of the things a Victorian reader might do with a picture cut out of a printed book

REMEMBER + CONCEPTUAL

• Recognize the hallmarks of a literary studies argument based on close-reading.

REMEMBER + PROCEDURAL

• Identify how to locate primary sources relevant to Victorian studies.
• Describe strategies for obtaining access to public domain materials outside of paywalled databases.
• List the Boolean search operators you can employ to refine your search results in many digital archives.

REMEMBER + METACOGNITIVE

• Describe the forms of literary and historical analysis you have used in the past.
• Reflect on the aspects of writing that you find most challenging and most rewarding.
• Outline the separate steps involved in accessing an online database through a university library

Understand

UNDERSTAND + FACTUAL

• Summarize two of the ways in which the expansion of the railroad system in the nineteenth century changed how Victorians acquired or read fiction. (For example, railroads increased the pace and scope of print circulation. Railroad booksellers also sold cheap copies of novels that readers were likely to buy for in-transit entertainment.)

UNDERSTAND + CONCEPTUAL

• Outline three common differences between grangerized texts and scrapbooks’ construction or use during the mid-1800s.

UNDERSTAND + PROCEDURAL

• Explain how an author is permitted to use media that bears Creative Commons CC-BY, CC-BY-NC, and CC-BY-ND licenses.
• Identify whether you would use the Boolean search operator AND or OR when carrying out a particular research query.

UNDERSTAND + METACOGNITIVE

• Predict how you would have responded to a week-long gap between serial installments of The Woman in White in 1860.

Apply

APPLY + FACTUAL

• Given separate descriptions of how class and location might influence nineteenth-century readers’ encounters with newly published novels, outline four factors that may have influenced how quickly a working-class woman in Manchester may have been able to read the latest installment of The Woman in White in 1860.

APPLY + CONCEPTUAL

• Provide a current-day example of a text Gerard Genette would have referred to as a “belated paratext”

APPLY + PROCEDURAL

• Use advanced search options to limit a primary source database search results to a specific time range and location
• Locate open-source images with licenses that permit rehosting and remixing

APPLY + METACOGNITIVE

• Categorize your own strategies for writing in the margins of texts according to the annotation taxonomies H. J. Jackson outlines in Marginalia.

Analyze

ANALYZE + FACTUAL

• Differentiate between printed materials that were accessible to the financially well-off and the working classes during the mid-19th century.

ANALYZE + CONCEPTUAL

• Describe the relationship between the circulating library and the entrenchment of the three-volume novel format.

ANALYZE + PROCEDURAL

• Determine whether to quote or to paraphrase an article when writing a persuasive literary analysis essay.

ANALYZE + METACOGNITIVE

• Determine which Creative Commons license or copyright status best suits your goals for a published online essay.

Evaluate

EVALUATE + FACTUAL

• Determine whether a platform’s EULA (end-license user agreement) shares users’ data with third parties

EVALUATE + CONCEPTUAL

• Assess the degree to which a written essay generalizes about Victorian readers as a category rather than attending to the specific social and historical contexts that shaped readers’ experiences differently during the 1860s.

EVALUATE + PROCEDURAL

• Assess the relevance of a database to your research needs.

EVALUATE + METACOGNITIVE

• Reflect on how effectively you approached the research process in a completed project.

Create

CREATE + FACTUAL

• Construct a timeline of significant advancements in 19th-century print production technologies.
• Create a log of sources you consulted as you were conducting research.

CREATE + CONCEPTUAL

• Assemble a list of the articles and theories most relevant to a specific research question about Victorian reading practices.
• Given a range of changes made between two editions of a Victorian novel, compose a 500-word close reading analysis that analyzes the connections you see between two of the author’s changes to the text.
• Construct a modern-day grangerized book

CREATE + PROCEDURAL

• Compose a step-by-step tutorial on how to use Juxta Commons text comparison tool

CREATE + METACOGNITIVE

• Compose a 250-word Research Reflection statement that explains how you approached a project for an audience who might want to undertake a similar project of their own.

L. Dee Fink’s Taxonomy of Significant Learning (2003)

[TO BE EXPANDED]

“Taxonomy of Significant Learning”

References and Resources

“Revised Bloom’s Taxonomy.” Iowa State University Center for Excellence in Learning and Teaching.  http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/. Accessed 1 October 2018.