Tuesday, January 15, 2013

REVISED BLOOMS TAXONOMY



A Revision of Bloom's Taxonomy of Educational Objectives (Anderson, Krathwohl, et al., 2001)
Taxonomy for Learning, Teaching, and Assessing

 In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work.


Change in Terms
·         The names of six major categories were changed from noun to verb forms.
·         As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.
·         The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
·         The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
·         Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
·        From One Dimension to Two Dimensions (1. The Knowledge dimension -kind of knowledge to be learned (factual, conceptual, procedural, meta-cognitive. 2. Cognitive process dimension – process used to learn (remember, understand, apply, analyze, evaluate, create)
The Cognitive Dimension Process
Level 1
Categories & Cognitive Processes
Alternative Names
Definition
Remember

Retrieve knowledge from long-term memory
Recognizing
Identifying
Locating knowledge in long-term memory that is consistent with presented material
Recalling
Retrieving
Retrieving relevant knowledge from long-term memory


Level 2
Categories & Cognitive Processes
Alternative Names
Definition
Understand

Construct meaning from instructional messages, including oral, written, and graphic communication
Interpreting
Clarifying
Paraphrasing
Representing
Translating
Changing from one form of representation to another
Exemplifying
Illustrating
Instantiating
Finding a specific example or illustration of a concept or principle
Classifying
Categorizing
Subsuming
Determining that something belongs to a category
Summarizing
Abstracting
Generalizing
Abstracting a general theme or major point(s)
Inferring
Concluding
Extrapolating
Interpolating
Predicting
Drawing a logical conclusion from presented information
Comparing
Contrasting
Mapping
Matching
Detecting correspondences between two ideas, objects, and the like
Explaining
Constructing models
Constructing a cause and effect model of a system

Level 3
Categories & Cognitive Processes
Alternative Names
Definition
Apply

Applying a procedure to a familiar task
Executing
Carrying out
Applying a procedure to a familiar task
Implementing
Using
Applying a procedure to an unfamiliar task

Level 4
Categories & Cognitive Processes
Alternative Names
Definition
Analyze

Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose
Differentiating
Discriminating
Distinguishing
Focusing
Selecting
Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material
Organizing
Finding coherence
Integrating
Outlining
Parsing
Structuring
Determining how elements fit or function within a structure
Attributing
Deconstructing
Determine a point of view, bias, values, or intent underlying presented material

Level 5
Categories & Cognitive Processes
Alternative Names
Definition
Evaluate

Make judgments based on criteria and standards
Checking
Coordinating
Detecting
Monitoring
Testing
Detecting inconsistencies or fallacies within a process or product; determining whether a process or product has internal consistency; detecting the effectiveness of a procedure as it is being implemented
Critiquing
Judging
Detecting inconsistencies between a product and external criteria; determining whether a product has external consistency; detecting the appropriateness of a procedure for a given problem

Level 6
Categories & Cognitive Processes
Alternative Names
Definition
Create

Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure
Generating
Hypothesizing
Coming up with alternative hypotheses based on criteria
Planning
Designing
Devising a procedure for accomplishing some task
Producing
Constructing
Inventing a product



Structure of the Knowledge Dimension of the Revised Taxonomy

Dimension
Definition
A.    Factual Knowledge
Aa. Knowledge of terminology
Ab. Knowledge of specific details and elements

The basic elements students must know to be acquainted with a discipline or solve problems in it
B.     Conceptual Knowledge
Ba. Knowledge of classifications and categories
Bb. Knowledge of principles and generalizations
Bc. Knowledge of theories, models, and structures

The interrelationships among the basic elements within a larger structure that enable them to function together
C.    Procedural Knowledge
Ca. Knowledge of subject-specific skills and algorithms
Cb. Knowledge of subject-specific techniques and methods
Cc. Knowledge of criteria for determining when to use appropriate procedures


How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods
D.    Metacognitive Knowledge
Da. Strategic knowledge
Db. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
Dc. Self-knowledge

Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition


The Taxonomy Table

In the revised Taxonomy, the fact that any objective would be represented in two dimensions immediately suggested the possibility of constructing a two-dimensional table, which we termed the Taxonomy Table. The Knowledge dimension would form the vertical axis of the table, whereas the Cognitive Process dimension would form the horizontal axis. The intersections of the knowledge and cognitive process categories would form the cells. Consequently, any objective could be classified in the Taxonomy Table in one or more cells that correspond with the intersection of the column(s) appropriate for categorizing the verb(s) and the row(s) appropriate for categorizing the noun(s) or noun phrase(s).

Using the Table to classify objectives, activities, and assessments provides a clear, concise, visual representation of a particular course or unit. Once completed, the entries in the Taxonomy Table can be used to examine relative emphasis, curriculum alignment, and missed educational opportunities. Based on this examination, teachers can decide where and how to improve the planning of curriculum and the delivery of instruction.


The Cognitive Process Dimension
The knowledge dimension
Remember
Understand
Apply
Analyze
Evaluate
Create
Factual knowledge






Conceptual Knowledge






Procedural knowledge






Metacognitive Knowledge










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