Bloomtax

The revised Bloom's Taxonomy has six cognitive levels in ascending order: (1) Remember — recalling facts and basic concepts (define, list, name), (2) Understand — explaining ideas and meanings (explain, summarize, compare), (3) Apply — using knowledge in new situations (solve, demonstrate, implement), (4) Analyze — breaking information into parts to examine relationships (differentiate, organize, attribute), (5) Evaluate — making judgments based on criteria (judge, critique, justify), (6) Create — producing new or original work (design, develop, construct).

Use the ABCD model: A (Audience) — who is the learner; B (Behavior) — what will they do, using a Bloom's action verb; C (Condition) — under what circumstances; D (Degree) — to what standard. Example: 'The student (A) will solve 3 real-world physics problems (B) using Newton's laws of motion (C) with 80% accuracy (D).' Choose action verbs that match the intended cognitive level — 'list' for Remember, 'explain' for Understand, 'apply' for Apply, and so on.

Analyze involves breaking information into parts to understand relationships and structure — for example, identifying variables in an experiment or decomposing an argument into claims and evidence. Evaluate involves making judgments based on criteria — for example, judging whether a research methodology is valid or recommending the best solution among alternatives. In short, analysis asks 'what are the parts and how do they relate?' while evaluation asks 'is this good, valid, or appropriate?'

Retrieval practice (also called the testing effect) is the strategy of actively recalling information from memory rather than passively re-reading it. Research shows retrieval attempts boost long-term retention by 50% or more compared to re-reading. Methods include blank page recall, self-quizzing, and Cornell note cover-up techniques. Combined with spaced repetition (reviewing at intervals of 1 day, 3 days, 7 days, 14 days, and 30 days based on the Ebbinghaus forgetting curve), retrieval practice is one of the most evidence-based strategies for the Remember level.

Create-level assessments evaluate original products and creative processes. Common formats include capstone projects (thesis, app, business plan with external panel review), maker projects (3D printing, Arduino, coding with design documentation and iteration), and Project-Based Learning products presented to authentic audiences. Rubric criteria should include originality, integration of knowledge, feasibility, and completeness. A 4-level rubric might range from 'direct imitation of existing work' (level 1) to 'original perspective with integrated knowledge and real-world applicability' (level 4).

PBL is an instructional method where students learn through solving ill-structured, real-world problems with no single correct answer. The process follows six steps: (1) Present an authentic problem, (2) Analyze using 'What we know / What we need to know', (3) Self-directed individual research, (4) Reconvene to share findings and discuss solutions, (5) Present the solution with peer feedback, (6) Reflect on the learning process. Problems are designed using the FILA+ framework (Facts, Ideas, Learning Issues, Action Plan).

Follow these five steps: (1) Select 3-5 assessment criteria that align with the learning objectives, (2) Determine performance levels (typically 3-5 levels such as Excellent, Good, Fair, Poor), (3) Write specific, observable descriptors for each cell — avoid vague terms like 'good' and instead use measurable descriptions like 'presents 3 or more pieces of evidence and includes rebuttal of counter-arguments', (4) Have colleagues review and revise the rubric, (5) Share the rubric with students before the assignment for transparency.

Sequence lessons from lower to higher cognitive levels. Example for 'Ecosystems & Environment': Lesson 1 (Remember) — learn ecosystem terms and memorize food chains; Lesson 2 (Understand) — interpret food webs and explain energy flow; Lesson 3 (Apply) — run ecosystem simulations and predict population changes; Lesson 4 (Analyze) — analyze causes and effects of real environmental problems; Lesson 5 (Evaluate) — compare and evaluate 3 environmental policies and justify the best choice; Lessons 6-7 (Create) — design and present a local environmental solution project.