This is a SEO version of worldlanguagescrosswalk. Click here to view full version
« Previous Page Table of Contents Next Page »World Language Essential Standards Crosswalk
A Document to Assist with the Transition from the 2004 Standard Course of Study to the 2010 Essential Standards
16
VI. Revised Bloom’s Taxonomy Verbs
The new Essential Standards (2010) use Revised Bloom’s Taxonomy (RBT) verbs that are consistent across all content areas and which assist the teacher and learner with understanding the specific standards-based outcomes identified for each of the Essential Standards and Clarifying Objectives. The chart that follows shows the categories and processes of the Cognitive Process Dimension of Revised Bloom’s Taxonomy. These are the verbs used in the Essential Standards and the Clarifying Objectives.
The Cognitive Process Dimension Categories of Revised Bloom’s Taxonomy (RBT)
Remember – Retrieve relevant knowledge from long-term memory
Understand – Construct meaning from instructional messages, including oral, written, and graphic communication
Apply – Carry out or use a procedure in a given situation
Analyze – Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose
Evaluate – Make judgments based on criteria and standards
Create – Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure
Recognize Identify Recall Retrieve
Interpret Clarify Paraphrase Represent Translate Exemplify Illustrate Instantiate Classify Categorize Subsume Summarize Abstract Generalize Infer Conclude Extrapolate Interpolate Predict Compare Contrast Map Match Explain
Construct (models)
Execute Carry Out Implement Use
Differentiate Discriminate Distinguish Focus Select Organize
Find coherence Integrate Outline Parse Structure Attribute Deconstruct
Check Coordinate Detect Monitor Test Critique Judge
Generate Hypothesize Plan Design Produce Construct
This is a SEO version of worldlanguagescrosswalk. Click here to view full version
« Previous Page Table of Contents Next Page »