Post on 29-Dec-2015
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The Revised Taxonomy
In 2001, David Krathwohl, one of the designers of the original taxonomy, and his colleagues published a revised version of the taxonomy in order to Refocus attention on the continued
value of the original taxonomy Incorporate new knowledge and thought
into the taxonomy’s framework
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What Is the New Taxonomy?
The revised taxonomy contains many of the same elements as the original version with the focus of the taxonomy still being on cognitive processes
However, certain key changes were made The taxonomy became two-dimensional Knowledge became an element or dimension
that cuts across the other levels or categories Understand became recognized as a cognitive
process that indicated how individuals can demonstrate the ways in which they understand knowledge
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Changes to the Original Six Levels of the Taxonomy
The six categories or levels that comprised the hierarchical formation of the original taxonomy were changed in the revision
Remember Was Knowledge
Understand Was Comprehension
Apply Was Application
Analyze Was Analysis
Evaluate Was Evaluation
Create Was Synthesis
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1 Remember
2 Understand
3 Apply
4 Analyze
5 Evaluate
6 Create
A. Factual Knowledge
B. Conceptual Knowledge
C. Procedural Knowledge
D.MetacognitiveKnowledge
Cognitive Processes Dimension K
now
led
ge D
imensi
on
The new taxonomy is usually reflected in the form of a table The vertical axis is known as the
Knowledge Dimension Focusing on different types of
knowledge one might possess
The horizontal axis is known as the Cognitive Processes Dimension
Focusing on the different ways that knowledge might be used (or demonstrated)
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The Vertical Axis—the Knowledge Dimension
A. Factual knowledge Terminology, details, elements
B. Conceptual knowledge Classifications, categories, principles, theories, models, andstructures
C. Procedural knowledge Subject-specific skills, techniques, methods, and procedures, aswell as when to use them
D. Metacognitive knowledge Strategic knowledge, cognitive tasks, contextual and
conditional knowledge, and self-knowledge
77The Horizontal Axis—the Cognitive Processes
Dimension1. Remember
Recognizing and recalling information
2. UnderstandInterpreting, exemplifying,
classifying, summarizing,
inferring, comparing, explaining
3. ApplyExecuting and implementing
4. AnalyzeDifferentiating,organizing, and attributing
5. EvaluateChecking and
critiquing
6. CreateGenerating, planning, and producing
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Using the New Taxonomy
In the revised taxonomy, as in the original version, learning objectives are broken down into a series of nouns and verbs to simplify the process of categorizing the objectives
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1 Remember
2 Understand
3 Apply
4 Analyze
5 Evaluate
6 Create
A. Factual Knowledge
B. Conceptual Knowledge
C. Procedural Knowledge
D.MetacognitiveKnowledge
Cognitive Processes Dimension K
now
led
ge D
imensi
on
Nouns are represented by their placement in the rows corresponding to the levels of knowledge on the vertical axis (knowledge dimension)
The verb of an objective is placed in the applicable column of the six categories on the horizontal axis (cognitive dimension) to reflect the cognitive process that must be employed (to learn the “noun”)
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The More the Better
Using the two-dimensional table format enables educators to evaluate their learning objectives to Visually identify the number of levels to
which the objectives apply Identify the levels (lower versus higher)
at which learners are being engaged And to interpret the depth, breadth, and
overall value of learning that is to occur
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Example #1
A set of objectives for a typical training course may include the following: The learner will be able to recall the
terminology presented and correctly match each term to its definition
The learner will be able to understand how to use the tools used in class on the job
The learner will be able to explain the changes being implemented
The learner will be able to correctly interpret the data
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Breaking it Down
Breaking down the objectives, we can use the table to plot the levels of learning that are to occur Objective #1—The learner will be able to recall
the terminology presented and correctly match each term to its definition
Knowledge Dimension—Level A Factual Knowledge Cognitive Dimension—Level 1 Remember
Objective #2—The learner will be able to understand how to use the tools used in class on the job
Knowledge Dimension—Level C Procedural Knowledge
Cognitive Dimension—Level 2 Understand
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Breaking it Down
Objective #3—The learner will be able to explain the changes being implemented Knowledge Dimension—Level A Factual
Knowledge Cognitive Dimension—Level 2 Understand
Objective #4—The learner will be able to correctly interpret the data Knowledge Dimension—Level B
Conceptual Knowledge Cognitive Dimension—Level 2 Understand
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1Remember
2Understand
3Apply
4Analyze
5Evaluate
6Create
A.Factual Knowledge
Objective# 1
Objective
# 3
B.Conceptual Knowledge
Objective #4
C.Procedural Knowledge
Objective
#2
D.MetacognitiveKnowledge
Cognitive Processes Dimension K
now
led
ge D
imensi
on
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What Might Have Been
With regard to the use of the table, Krathwohl (2002) wrote: “From the table, one can
quickly visually determine the extent to which the more complex categories are represented . . . in addition to showing what was included, the Taxonomy Table also suggests what might have been but wasn’t.”
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Example #2
A different set of objectives for a course may include the following: The learner will be able to recall the specific
criteria in order to correctly classify the data The learner will correctly interpret the data by
conducting a thorough analysis The learner will evaluate the analysis to
determine if changes to existing plans are required
If changes are required, the learner will develop and execute a plan to make any needed changes
The learner will analyze the changes that were made in comparison to the original plan and evaluate the impact to the final goal
The learner will evaluate his/her decision and create a presentation to discuss the choices he/she made
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1 Remember
2 Understand
3 Apply
4 Analyze
5 Evaluate
6 Create
A. Factual Knowledge
B. Conceptual Knowledge
C. Procedural Knowledge
D.MetacognitiveKnowledge
Cognitive Processes Dimension K
now
led
ge D
imensi
on
How would you classify the objectives in Example #2?
Look for keywords in the objectives that relate to the
categories and/or subcategories for both
dimensions!
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Breaking it Down
Objective #1—The learner will be able to recall the specific criteria in order to correctly classify the data Knowledge Dimension/Cognitive Dimension
Level A Factual Knowledge/Level 1 Remember Level B Conceptual Knowledge/Level 2 Understand
Objective #2—The learner will use correctly interpret the data by conducting a thorough analysis Knowledge Dimension/Cognitive Dimension
Level B Conceptual Knowledge/Level 2 Understand Level C Procedural Knowledge/Level 4 Analyze
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Breaking it Down
Objective #3—The learner will evaluate the analysis to determine if changes to existing plans (strategy) are required Knowledge Dimension/Cognitive Dimension
Level B Conceptual Knowledge/Level 2 Understand Level C Procedural Knowledge/Level 2 Understand Level D Metacognitive Knowledge/Level 2 Understand Level D Metacognitive Knowledge/Level 5 Evaluate
Objective #4—If changes are required, the learner will develop and execute a plan to make any needed changes Knowledge Dimension/Cognitive Dimension
Level C Procedural Knowledge/Level 5 Evaluate Level C Procedural Knowledge/Level 3 Apply
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Breaking it Down
Objective #5—The learner will analyze the changes that were made in comparison to the original plan and evaluate the impact to the final goal Knowledge Dimension/Cognitive Dimension
Level C Procedural Knowledge/Level 4 Analyze Level C Procedural Knowledge/Level 5 Evaluate
Objective #6—The learner will evaluate his/her decision and create a presentation to discuss the choices he/she made Knowledge Dimension/Cognitive Dimension
Level D Metacognitive Knowledge/Level 5 Evaluate
Level D Metacognitive Knowledge/Level 6 Create
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1Remember
2Understand
3Apply
4Analyze
5Evaluate
6Create
A.Factual Knowledge
Objective# 1
B.Conceptual Knowledge
Objectives1, 2, 3
C.Procedural Knowledge
Objective
#3
Objective #4
Objectives2 & 5
Objectives
4 & 5
D.MetacognitiveKnowledge
Objective
#3
Objectives3 & 6
Objective#6
Cognitive Processes Dimension K
now
led
ge D
imensi
on
In this example, the learner is more engaged in the higher levels of learning—doing something with knowledge beyond simply remembering and understanding it
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What it Means to You
Among the several benefits of the revised Taxonomy is that it Allows educators to identify methods with
which learners can demonstrate what subject matter they understand and how they understand it
Allows educators to visually identify the levels (lower versus higher) at which learners are being engaged
Allows educators to add greater depth and breadth to their courses by emphasizing the value of the higher levels of learning
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Conclusion
For many educators, Bloom’s Taxonomy is often used just to satisfy a process or procedure—the creation of learning objectives However, the objectives are seldom
developed or used to their fullest potential because the educator may not thoroughly understand their purpose or potential
Both the original and revised versions of Bloom’s Taxonomy offer a great deal of value for educators and learners