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by TeachThought Staff

In one sentence, Bloom's Taxonomy is a hierarchical ordering of cognitive skills that can, among countless other uses, help teachers teach, and students learn.

For example, Bloom's Taxonomy can be used to:

create assessments

frame discussions

plan lessons (see 249 Bloom's Taxonomy Verbs For Critical Thinking)

evaluate the complexity of assignments

design curriculum maps

develop online courses project-based learning (often through project-based learning ideas)

self-assessment

See How To Teach With Bloom's Taxonomy for more reading.

A Brief History Of Bloom's Taxonomy Revisions

Bloom's Taxonomy was created by Benjamin Bloom in 1956, published as a kind of classification of learning outcomes and objectives that have, in the more than half-century since, been used for everything from framing digital tasks and evaluating apps to writing questions and assessments.

The original sequence of cognitive skills was Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The framework was revised in 2001 by Lorin Anderson and David Krathwohl, yielding the revised Bloom's Taxonomy. The most significant change to the Cognitive Domain was the removal of 'Synthesis' and the addition of 'Creation' as the highest level of Bloom's Taxonomy. And being at the highest level, the implication is that it's the most complex or demanding cognitive skill-or at least represents a kind of pinnacle for cognitive tasks.

See also 100 Bloom's Taxonomy Verbs For Critical Thinking

How Bloom's Taxonomy Is Useful For Teachers

In a separate post, we're going to cover exactly how Bloom's can be used by teachers. There are many reasons for the popularity of Bloom's Taxonomy (that likely deserve an article of their own to explore). For now, it's clear that many educators love Bloom's because, among other virtues, it gives them a way to think about their teaching-and the subsequent learning of their students.

As mentioned above, the framework can be used to create assessments, evaluate the complexity of assignments, increase the rigor of a lesson, simplify an activity to help personalize learning, design a summative assessment, plan project-based learning, frame a group discussion, and more. Because it simply provides an order for cognitive behaviors, it can be applied to almost anything. (You can see one example here-one of our teaching materials that combined Bloom's Taxonomy with common digital tasks.)

The image above visually demonstrates the levels of Bloom's Taxonomy as a spectrum rather than a hierarchy to allow for room for the 'power verbs' that can act as synonyms (and thus activity ideas) for teachers planning lessons and units.

There are six levels in Bloom's Taxonomy (the initialism RUAAEC may be useful to recall the levels).

The 6 Levels of Bloom's Taxonomy

1. The first level is to Remember.

Example activities at the Remembering level: memorize a poem, recall state capitals, remember math formulas

2. The second level is to Understand.

Example activities at the Understanding level: organize the animal kingdom based on a given framework, illustrate the difference between a rectangle and a square, summarize the plot of a simple story

3. The third level is to Apply.

Example activities at the Application level: use a formula to solve a problem, select a design to meet a purpose, reconstruct the passage of a new law through a given government/system

4. The fourth level is to Analyze.

Example activities at the Analysis level: identify the 'parts of' democracy, explain how the steps of the scientific process work together, identify why a machine isn't working

5. The fifth level is to Evaluate.

Example activities at the Evaluation level: make a judgment regarding an ethical dilemma, interpret the significance of a given law of physics, illustrate the relative value of a technological innovation in a specific setting-a tool that helps recover topsoil farming, for example.

6. The sixth and highest level is to Create.

Example activities at the Creation level: design a new solution to an 'old' problem that honors/acknowledges the previous failures, delete the least useful arguments in a persuasive essay, write a poem based on a given theme and tone

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What Is Bloom's Taxonomy? A Definition For Teachers

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Bloom's Taxonomy is a hierarchical ordering of cognitive skills that can, among countless other uses, help teachers teach and students learn.

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Theories supporting all lesson models used in MS Credential Program 22

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The Conners Comprehensive Behavior Rating Scale is a questionnaire that focuses on behavioral, social, and academic issues in children aged 6-18 years old. It can help diagnose attention deficit hyperactivity disorder (ADHD).

When a child is suspected of having ADHD, parents often turn to their family doctor who may refer them to a behavioral health expert, such as a psychologist.

The psychologist may then use an ADHD rating scale, such as the Conners Comprehensive Behavior Rating Scale, or Conners CBRS, to better understand the child's symptoms and their severity.

The Conners CBRS aids diagnosis by helping to discover where the child's issues lie, as well as in what settings these issues are most troublesome.

Scoring for the Conners rating scale is designed to be comprehensive, and measures many behavioral markers, including signs of:

hyperactivity

aggressive behavior

potential for violence

compulsive behaviors

perfectionism

difficulty in class

extra trouble with math

difficulty with language

social issues

emotional distress

separation anxiety

Parents may be asked to complete a Conners CBRS after an initial visit to a psychologist.

The scale will help determine if their child has ADHD symptoms and give a general idea of their severity.

If the psychologist agrees that the symptoms resemble typical ADHD behaviors, they will often ask the parents to fill out a parent version of the Conners CBRS form.

The Conners CBRS can help give the psychologist a better understanding of the child's behaviors and habits on multiple levels.

The benefits of using the Conners CBRS include:

Giving a perspective on the child's behavioral patterns as experienced by people close to them.

Comparing this information with standardized clinical information to help support a diagnosis.

Finding a baseline of typical behaviors to guide treatment and medication recommendations.

Helping mental health professionals create a treatment plan for the child.

Helping decide if a child qualifies for special education at school or inclusion in new studies.

The test also helps psychologists check for other signs of emotional distress, behavioral problems, or academic disorders. These may include:

After the test has been completed, the psychologist interprets the forms and their report is reviewed with the parents. Finally, the two parties will discuss the recommendations for treatment.

There are short and long versions of the Conners CBRS assessments. Both versions are designed to test children from ages 6 to 18 years old, but experts use each for a different purpose.

The long version of the Conners CBRS is used for the initial evaluation of a child. The short version is used to follow up on a child's behavioral patterns.

The long version will ask questions to check for:

types of behavioral issues

emotional disorders

difficulties with academics

There are also three different forms within each version of the Conners CBRS assessment. One is designed for parents to fill out, another for teachers, and one for the child to give their assessment of their symptoms.

Each form is worded differently, depending on what it is being used for. By combining the answers from all three forms, doctors can begin to paint a picture of a child's behaviors. They are then able to decide if the child has ADHD, and start to help them understand their symptoms.

The long version of the Conners CBRS assessment may take up to 90 minutes to complete correctly and is designed to give a comprehensive evaluation of a child's behaviors.

The short version of the test is called the Conners Clinical Index, or Conners CI, and may take as little as 5 minutes to complete.

The Conners CI covers 25 questions. It is designed to assess symptoms or progress over time. It is often used to follow up on a child's behaviors, or see how they are responding to a medication or treatment routine.

The psychologist will add up the scores from all the areas of the assessment and compare them to the scores of others in the child's age group to get their standardized scores.

These scores, called T-scores, can help people see how the child's symptoms and their severity compare to other children's. The scores will often be displayed in a visual format in the report for better understanding.

T-scores should be discussed directly with a doctor or mental health professional, and no one should try to self-diagnose or diagnose a child on their own.

It is usually considered normal when T-scores are less than 60, while scores above 60 are signs of academic, behavioral, or social issues. There are several different classes as well:

A T-score of more than 60 can indicate that the child may have an issue such as ADHD.

A T-score greater than 60 but under 70 may indicate moderately severe issues.

A T-score above 70 may be a sign that the behavioral, academic, or emotional problems are severe.

These results will help the psychologist diagnose a child's ADHD or other issues, and they will recommend treatment based on how atypical the scores are, as well as the most severe issues.

As with all ADHD rating scales, the Conners rating scale is subjective and has limitations.

According to the medical assessment publisher MHS Assessments, validity analyses are used to ensure the accuracy of Conners CBRS scores. Furthermore, the mean overall classification accuracy rate is said to be 78 percent across all Conners CBRS forms.

As much as these tests aim to be objective, assessing a child's behavior will always have a subjective element to it.

Because of this subjectivity, individuals are often recommended to use the Conners CBRS alongside other evaluation approaches.

These include:

attention span tests

the Conners 3 for continuing assessment

an ADHD symptom checklist

Further analysis of an individual's behaviour can help to give a more rounded view of symptoms. It may also help avoid a misdiagnosis.

Self-diagnosis of ADHD is not an intended outcome of any ADHD test.

Anyone who suspects they or their child has symptoms of ADHD should make an appointment with their doctor and a mental health specialist for diagnosis. Even if the person has self-analyzed their behaviors prior to the visit, the psychologist will often recommend retesting under their guidance.

The Conners rating scale is not perfect, nor is any other ADHD rating scale. But when used correctly, and under the guidance of a medical health professional, it may offer people a way to understand better their child's behaviors and possible ADHD symptoms.

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What is the Conners rating scale for ADHD?

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There are many criteria used for a diagnosis of ADHD. Symptoms and impact on daily life are measured in various ways. One way is by using the Conners rating scale. This diagnostic tool works by rating symptoms and providing a score, which determines the severity and likelihood of ADHD.

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For kids to receive special education services, they need an IEP - an Individualized Education Program. If your child has been evaluated, the process of getting one has already begun. But there's still a lot to learn about how the process works and what your role will be.

This guide is designed to help you through every step of your IEP journey. It offers basic information, while also leading you to more detailed information and insights.

The more you know about IEPs, the more involved you can be in getting your child the best support possible.

If you just started learning about IEPs, you'll likely hear about many things that are unfamiliar to you. And you'll probably have lots of questions. Who gets an IEP? What's the difference between an IEP and a 504 plan ?

Having answers to your questions can help you decide if you want to pursue an IEP for your child. It can also help you advocate for your child with more confidence.

The process of getting an IEP for your child can be confusing. It's important to know what happens - and when. The first step is having an evaluation for special education . Then the school must decide whether your child qualifies for services and supports.

How will the school make that decision? What happens if the school decides your child isn't eligible?

If you've never seen an IEP before, the various documents can be hard to decipher. They cover many areas, using terms and information you'll likely have questions about. But all of those pieces - from testing results to goals for progress - add up to the best program of instruction and supports for your child.

The information in an IEP can give you a deeper understanding of your child's strengths and challenges. And it should lay out exactly how the school plans to help your child improve and build skills.

Your child's special education program kicks off with an IEP meeting. The entire IEP team will be there. You may also hear from professionals at school who were part of the evaluation process. Some might provide services or supports for your child. And that's just the first of many IEP meetings you likely will attend over the course of your child's school years.

IEP meetings can be stressful for some parents. Knowing what happens at IEP meetings can make it easier to navigate them.

The IEP journey continues well after your child's plan is put into place. From here on, you'll play a key role in making sure the plan is working and your child is making progress. But what does that involve? What should you be looking for or asking about?

The IEP will change over time (and your role might as well) along with your child's needs. You'll also be involved in crafting a plan for transitioning out of an IEP toward the end of high school. But you'll still be your child's number-one advocate throughout the school years - and beyond.

Your child needs an IEP to get special education services at school.

You play a key role throughout the IEP process.

It's important to stay on top of your child's IEP and make sure your child is making progress.

About the Author

About the Author

Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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For kids to receive special education services, they need an IEP - an Individualized Education Program. If your child has been evaluated, the process of getting one has already begun. But there's still a lot to learn about how the process works and what your role will be.

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TPE Examples of Observaable Evidence 20(3)

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SBE-Adopted ELA/ELD Framework - ELA/ELD Framework (CA Dept of Education)

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The State Board of Education adopted the English Language Arts/English Language Development (ELA/ELD) Framework at its July 9, 2014, meeting. This is the final, edited digital version of the ELA/ELD Framework, published July 2015.

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Poetry for Kids | Learn about the different types of poetry and the parts of a poem.

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Instantly access over 40,000 of the best books & videos for kids on Epic

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Literature Games | Learning Games For Kids

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Contact Us Got Feedback! Let us know what you’re thinking.

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Play games with your PBS KIDS favorites like Curious George, Wild Kratts, Daniel Tiger and Peg + Cat!