Revised Bloom's Taxonomy - Iowa State University Center for ...

Revised Bloom's Taxonomy ... A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists ... 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EssentialResourcesRevisedBloom’sTaxonomyModel(ResponsiveVersion)RevisedBloom’sTaxonomyModel(FlashVersion)DownloadtheRevisedBloom’sTaxonomy(PDF)RecommendedRevisedBloom’sTaxonomyResources OverviewTheauthorsoftherevisedtaxonomyunderscorethisdynamism,usingverbsandgerundstolabeltheircategoriesandsubcategories(ratherthanthenounsoftheoriginaltaxonomy).These“actionwords”describethecognitiveprocessesbywhichthinkersencounterandworkwithknowledge.Astatementofalearningobjectivecontainsaverb(anaction)andanobject(usuallyanoun).Theverbgenerallyrefersto[actionsassociatedwith]theintendedcognitiveprocess.Theobjectgenerallydescribestheknowledgestudentsareexpectedtoacquireorconstruct. (AndersonandKrathwohl,2001,pp.4–5)Thecognitiveprocessdimensionrepresentsacontinuumofincreasingcognitivecomplexity—fromremembertocreate.AndersonandKrathwohlidentify19specificcognitiveprocessesthatfurtherclarifytheboundsofthesixcategories(Table1). Table1.TheCognitiveProcessDimension–categories,cognitiveprocesses(andalternativenames) Remember recognizing(identifying)recalling(retrieving) Understand interpreting(clarifying,paraphrasing,representing,translating)exemplifying(illustrating,instantiating)classifying(categorizing,subsuming)summarizing(abstracting,generalizing)inferring(concluding,extrapolating,interpolating,predicting)comparing(contrasting,mapping,matching)explaining(constructingmodels) Apply executing(carryingout)implementing(using) Analyze differentiating(discriminating,distinguishing,focusing,selecting)organizing(finding,coherence,integrating,outlining,parsing,structuring)attributing(deconstructing) Evaluate checking(coordinating,detecting,monitoring,testing)critiquing(judging) Create generating(hypothesizing)planning(designing)producing(construct) Theknowledgedimensionrepresentsarangefromconcrete(factual)toabstract(metacognitive)(Table2).Representationoftheknowledgedimensionasanumberofdiscretestepscanbeabitmisleading.Forexample,allproceduralknowledgemaynotbemoreabstractthanallconceptualknowledge.Andmetacognitiveknowledgeisaspecialcase.Inthismodel,“metacognitiveknowledgeisknowledgeof[one’sown]cognitionandaboutoneselfinrelationtovarioussubjectmatters...”(AndersonandKrathwohl,2001,p.44). Table2.TheKnowledgeDimension Factual knowledgeofterminology knowledgeofspecificdetailsandelements Conceptual knowledgeofclassificationsandcategories knowledgeofprinciplesandgeneralizations knowledgeoftheories,models,andstructures Procedural knowledgeofsubject-specificskillsandalgorithms knowledgeofsubject-specifictechniquesandmethods knowledgeofcriteriafordeterminingwhentouseappropriateprocedures Metacognitive strategicknowledge knowledgeaboutcognitivetasks,includingappropriatecontextualandconditionalknowledge self-knowledge Bloom'sRevisedTaxonomyModel Note:Thesearelearningobjectives–notlearningactivities.Itmaybeusefultothinkofprecedingeachobjectivewithsomethinglike,“studentswillbeableto…: TheKnowledgeDimension FactualThebasicelementsastudentmustknowtobeacquaintedwithadisciplineorsolveproblemsinit. TheKnowledgeDimension ConceptualTheinterrelationshipsamongthebasicelementswithinalargerstructurethatenablethemtofunctiontogether. TheKnowledgeDimension ProceduralHowtodosomething,methodsofinquiry,andcriteriaforusingskills,algorithms,techniques,andmethods. TheKnowledgeDimension MetacognitiveKnowledgeofcognitioningeneralaswellasawarenessandknowledgeofone’sowncognition TheCognitiveProcessDimension RememberRetrieverelevantknowledgefromlong-termmemory. Remember+Factual Listprimaryandsecondarycolors. Remember+Conceptual Recognizesymptomsofexhaustion. Remember+Procedural RecallhowtoperformCPR. Remember+Metacognitive Identifystrategiesforretaininginformation. TheCognitiveProcessDimension UnderstandConstructmeaningfrominstructionalmessages,includingoral,writtenandgraphiccommunication. Understand+Factual Summarizefeaturesofanewproduct. Understand+Conceptual Classifyadhesivesbytoxicity. Understand+Procedural Clarifyassemblyinstructions. Understand+Metacognitive Predictone’sresponsetocultureshock. TheCognitiveProcessDimension ApplyCarryoutoruseaprocedureinagivensituation. Apply+Factual Respondtofrequentlyaskedquestions. Apply+Conceptual Provideadvicetonovices. Apply+Procedural CarryoutpHtestsofwatersamples. Apply+Metacognitive Usetechniquesthatmatchone'sstrengths. TheCognitiveProcessDimension AnalyzeCarryoutoruseaprocedureinagivensituation. Analyze+Factual Selectthemostcompletelistofactivities. Analyze+Conceptual Differentiatehighandlowculture. Analyze+Procedural Integratecompliancewithregulations. Analyze+Metacognitive Deconstructone'sbiases. TheCognitiveProcessDimension EvaluateMakejudgmentsbasedoncriteriaandstandards. Evaluate+Factual Checkforconsistencyamongsources. Evaluate+Conceptual Determinerelevanceofresults. Evaluate+Procedural Judgeefficiencyofsamplingtechniques. Evaluate+Metacognitive Reflectonone'sprogress. TheCognitiveProcessDimension CreatePutelementstogethertoformacoherentwhole;reorganizeintoanewpatternorstructure. Create+Factual Generatealogofdailyactivities. Create+Conceptual Assembleateamofexperts. Create+Procedural Designefficientprojectworkflow. Create+Metacognitive Createalearningportfolio. Recommendedresources DevelopingStudentLearningOutcomeStatements(GeorgiaTech)pageChurches,A.(2008).Bloom’sDigitalTaxonomy. Athoroughorientationtotherevisedtaxonomy;practicalrecommendationsforawidevarietyofwaysmappingthetaxonomytotheusesofcurrentonlinetechnologies;andassociatedrubricsDownloadtheBloomsDigitalTaxonomyofVerbsposter(WasabiLearning)Bloometal.’sTaxonomyoftheCognitiveDomain(Dr.WilliamG.Huitt,ValdostaStateUniversity)Stanny,C.J.(2016).ReevaluatingBloom’sTaxonomy:Whatmeasurableverbscanandcannotsayaboutstudentlearning.EducationSciences,6(4).https://doi.org/10.3390/educsci6040037TheBestResourcesForHelpingTeachersUseBloom’sTaxonomyInTheClassroom(LarryFerlazzo’sWebsitesoftheDay…)*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).Ataxonomyforlearning,teaching,andassessing:ArevisionofBloom’sTaxonomyofEducationalObjectives(Completeedition).NewYork:Longman. Loading...