Revised Bloom's Taxonomy Action Verbs Definitions

Revised Blooms Taxonomy Action Verbsdefinitions I

Revised Bloom’s Taxonomy Action Verbs Definitions I. Remembering II. Understanding III. Applying IV. Analyzing V. Evaluating VI. Creating Bloom’s Definition Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers. Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way. Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria. Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Verbs • Choose • Define • Find • How • Label • List • Match • Name • Omit • Recall • Relate • Select • Show • Spell • Tell • What • When • Where • Which • Who • Why • Classify • Compare • Contrast • Demonstrate • Explain • Extend • Illustrate • Infer • Interpret • Outline • Relate • Rephrase • Show • Summarize • Translate • Apply • Build • Choose • Construct • Develop • Experiment with • Identify • Interview • Make use of • Model • Organize • Plan • Select • Solve • Utilize • Analyze • Assume • Categorize • Classify • Compare • Conclusion • Contrast • Discover • Dissect • Distinguish • Divide • Examine • Function • Inference • Inspect • List • Motive • Relationships • Simplify • Survey • Take part in • Test for • Theme • Agree • Appraise • Assess • Award • Choose • Compare • Conclude • Criteria • Criticize • Decide • Deduct • Defend • Determine • Disprove • Estimate • Evaluate • Explain • Importance • Influence • Interpret • Judge • Justify • Mark • Measure • Opinion • Perceive • Prioritize • Prove • Rate • Recommend • Rule on • Select • Support • Value • Adapt • Build • Change • Choose • Combine • Compile • Compose • Construct • Create • Delete • Design • Develop • Discuss • Elaborate • Estimate • Formulate • Happen • Imagine • Improve • Invent • Make up • Maximize • Minimize • Modify • Original • Originate • Plan • Predict • Propose • Solution • Solve • Suppose • Test • Theory • Maximize • Minimize Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon. Please read each case study and respond to the questions that follow.

Paper For Above instruction

The evolving landscape of education necessitates continuous adaptation of teaching strategies and assessment methods to ensure academic integrity and effective student learning. Bloom’s Taxonomy, particularly the revised version, provides a crucial framework for designing educational activities that promote higher-order thinking skills such as analysis, evaluation, and creation. This paper examines the application of Bloom’s Taxonomy action verbs in addressing two case studies related to academic honesty and assessment security. It explores strategies for monitoring student behaviors, policy formulation, and the importance of regularly updating examination questions to maintain academic rigor and integrity.

Introduction

Bloom’s Taxonomy, first introduced by Benjamin Bloom in 1956 and later revised by Anderson and Krathwohl in 2001, serves as a foundational framework in educational settings. Its hierarchical structure categorizes cognitive skills from basic recall of facts to complex creation activities. By incorporating action verbs associated with each level—such as "recall," "analyze," and "create"—educators can design assessments that accurately measure student learning outcomes and foster higher-order thinking (Krathwohl, 2002). In the contemporary educational environment, especially with the rise of online learning and easy access to information, safeguarding academic integrity has become increasingly critical. Applying Bloom’s Taxonomy action verbs not only guides assessment design but also helps in creating policies that prevent academic misconduct.

Case Study 1: Managing the Classroom – Academic Integrity and Plagiarism

Dr. Tao’s concern regarding students using cell phones as calculators during exams exemplifies the challenge of maintaining academic integrity. With technological advancements, students have more opportunities to engage in dishonest practices, intentionally or unintentionally. Using cell phones for calculators can be perceived as a form of cheating, especially if the instructor’s policy explicitly prohibits electronic devices. From a Bloom’s perspective, the act of monitoring student behavior and devising an effective policy aligns with the levels of applying and evaluating. In this context, applying refers to implementing strategies such as technological restrictions or procedural controls, while evaluating involves assessing the effectiveness of chosen policies and making adjustments accordingly.

Monitoring cell phone use during exams can be approached through multiple means. Physical measures, such as proctoring, use of technology like camera surveillance, or the employment of software that locks devices during assessments, are practical options. For example, lockdown browser applications can prevent students from accessing other applications or websites on their devices (Snyder & Snyder, 2018). These tools align with Bloom’s action verbs "monitor," "control," and "administer," facilitating the application of technology to uphold assessment integrity.

Policy formulation should follow a balanced approach that emphasizes clear communication, consistent enforcement, and adaptation to emerging challenges. Dr. Tao could establish explicit rules regarding device usage, emphasizing that calculators must be physical devices. Additionally, incorporating questions that assess higher cognitive skills, such as analysis and evaluation, reduces the incentive and opportunity for dishonesty. For instance, essay questions that require students to synthesize and critique concepts demand a deeper level of engagement aligned with Bloom’s higher-order verbs like "analyze," "evaluate," and "create" (Anderson & Krathwohl, 2001). This approach shifts the focus from rote memorization or simple calculations to critical thinking.

Case Study 2: Managing the Classroom – Academic Integrity and Online Assessments

Ms. Wheeler’s discovery that her exam answers are available on external websites highlights the challenge of online assessment security. The challenge is compounded by online sharing platforms where students can access shared answers or even purchase papers. To address this, Ms. Wheeler must communicate transparently with her students, emphasizing the importance of academic honesty and the personal benefits of authentic learning. She could start by discussing the implications of cheating and the importance of integrity, which aligns with Bloom’s level of understanding—"explain" and "interpret." Open communication fosters an environment of trust and responsibility.

In addition, policy strategies for future assessments should include regularly updating questions to prevent students from relying on stored or shared answers (Levy & Petrulis, 2017). Incorporating varied question formats, such as scenario-based or application questions, directly engages higher cognitive skills like "construct," "design," and "create." These align with Bloom’s levels of applying and creating, making it harder for students to find pre-existing answers online and encouraging genuine learning.

Furthermore, institutions can invest in technological tools such as secure testing platforms, plagiarism detection software, and digital rights management systems that restrict access to assessment materials. Engaging with external organizations or legal channels to have problematic websites remove infringing content is a more complex process but is essential for protecting intellectual property (McGowan et al., 2014). Regularly changing exam questions ensures that assessments remain secure and reflective of current curriculum content.

Conclusion

Applying Bloom’s Taxonomy action verbs provides a comprehensive approach to addressing issues of academic integrity. From monitoring behavior to policy implementation and assessment design, fostering higher-order thinking skills not only enhances learning outcomes but also acts as a deterrent to dishonest practices. Regularly updating exam questions and utilizing technology are vital strategies in safeguarding academic standards. Educators must continuously adapt their methods, guided by Bloom’s levels, to uphold the integrity and value of higher education assessments.

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: Abridged edition. Allyn & Bacon.
• Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218.
• Levy, P., & Petrulis, J. (2017). Online assessment challenges and solutions: Ensuring academic integrity. Journal of Educational Technology, 34(2), 121–137.
• McGowan, J., Evans, A., & McKinney, M. (2014). Protecting intellectual property in online teaching: Legal and ethical considerations. International Journal of Educational Technology, 15(1), 45–63.
• Snyder, J., & Snyder, L. (2018). Using lockdown browsers to improve assessment security. Journal of Higher Education Policy and Management, 40(2), 186–197.
• Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218.
• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: Abridged edition. Boston, MA: Allyn and Bacon.
• Additional scholarly articles on assessment security and academic integrity.