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Revised Bloom's TaxonomyA group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom’s Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of “educational objectives” (in Bloom’s original title) and points to a more dynamic conception of classification. OverviewThe authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These “action words” describe the cognitive processes by which thinkers encounter and work with knowledge. A statement of a learning objective contains a verb (an action) and an object (usually a noun).
The cognitive process dimension represents a continuum of increasing cognitive complexity—from remember to create. Anderson and Krathwohl identify 19 specific cognitive processes that further clarify the bounds of the six categories (Table 1). Table 1. The Cognitive Process Dimension – categories, cognitive processes (and alternative names) Rememberrecognizing (identifying) recalling (retrieving) Understandinterpreting (clarifying, paraphrasing, representing, translating) exemplifying (illustrating, instantiating) classifying (categorizing, subsuming) summarizing (abstracting, generalizing) inferring (concluding, extrapolating, interpolating, predicting) comparing (contrasting, mapping, matching) explaining (constructing models) Applyexecuting (carrying out) implementing (using) Analyzedifferentiating (discriminating, distinguishing, focusing, selecting) organizing (finding, coherence, integrating, outlining, parsing, structuring) attributing (deconstructing) Evaluatechecking (coordinating, detecting, monitoring, testing) critiquing (judging) Creategenerating (hypothesizing) planning (designing) producing (construct) The knowledge dimension represents a range from concrete (factual) to abstract (metacognitive) (Table 2). Representation of the knowledge dimension as a number of discrete steps can be a bit misleading. For example, all procedural knowledge may not be more abstract than all conceptual knowledge. And metacognitive knowledge is a special case. In this model, “metacognitive knowledge is knowledge of [one’s own] cognition and about oneself in relation to various subject matters . . . ” (Anderson and Krathwohl, 2001, p. 44). Table 2. The Knowledge Dimension Factual
Conceptual
Procedural
Metacognitive
Bloom’s Revised Taxonomy Model (Responsive)Note: These are learning objectives – not learning activities. It may be useful to think of preceding each objective with something like, “students will be able to…: The Knowledge DimensionFactualThe basic elements a student must know to be acquainted with a discipline or solve problems in it. The Knowledge DimensionConceptualThe interrelationships among the basic elements within a larger structure that enable them to function together. The Knowledge DimensionProceduralHow to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. The Knowledge DimensionMetacognitiveKnowledge of cognition in general as well as awareness and knowledge of one’s own cognition The Cognitive Process DimensionRememberRetrieve relevant knowledge from long-term memory. List primary and secondary colors. Recognize symptoms of exhaustion. Recall how to perform CPR. Identify strategies for retaining information. The Cognitive Process DimensionUnderstandConstruct meaning from instructional messages, including oral, written and graphic communication. Summarize features of a new product. Classify adhesives by toxicity. Clarify assembly instructions. Understand + Metacognitive Predict one’s response to culture shock. The Cognitive Process DimensionApplyCarry out or use a procedure in a given situation. Respond to frequently asked questions. Provide advice to novices. Carry out pH tests of water samples. Use techniques that match one's strengths. The Cognitive Process DimensionAnalyzeBreak material into foundational parts and determine how parts relate to one another and the overall structure or purpose Select the most complete list of activities. Differentiate high and low culture. Integrate compliance with regulations. Deconstruct one's biases. The Cognitive Process DimensionEvaluateMake judgments based on criteria and standards. Check for consistency among sources. Determine relevance of results. Judge efficiency of sampling techniques. Reflect on one's progress. The Cognitive Process DimensionCreatePut elements together to form a coherent whole; reorganize into a new pattern or structure. Generate a log of daily activities. Assemble a team of experts. Design efficient project workflow. Create a learning portfolio. Recommended resources
*Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman. Which one of the following best describes our current knowledge about the brain and learning?Which one of the following best describes our current knowledge about the brain and learning? We know that learning is often associated with the formation of new synapses. In the human brain, a great deal of synaptic pruning occurs in early childhood.
Which one of the following most accurately describes the difference between skilled readers and beginning readers in terms of their attention to what they read?Which one of the following most accurately describes the difference between skilled readers and beginning readers in terms of their attention to what they read? Skilled readers probably attend to fewer letters and words than beginning readers.
Which one of the following statements accurately describes the relationship between comprehension monitoring and academic achievement?Which one of the following statements accurately describes the relationship between comprehension monitoring and academic achievement? High achievers are more likely to monitor their comprehension of class material than low achievers.
Which one of the following statements best describes the phenomenon of generalization in behaviorist learning theories?Which of the following statements best describes the phenomenon of generalization in behaviorist learning theories? When students learn to respond to a certain stimulus in a particular way, they are likely to respond to similar stimuli in the same way.
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