The Revised Bloom's Taxonomy Rev 11-08 (2)

8/3/2019 The Revised Bloom's Taxonomy Rev 11-08 (2)

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The Revised Blooms

Taxonomy presented toThe NJEA Convention

November 6, 2008

From Anderson and Krathwohl,

A Taxonomy for Learning,Teaching and Assessing (2001) November 4, 2008, Jack Conklin, Ph.D. (revised)


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Rationale for the changes

Fifty years of research on cognition(Content knowledge is clearly different thancognitive processing- memory vs. thinking)

New understanding of metacognition

Current research on memory andforgetting (four times rule and review needs)

Current research in conceptual and

procedural learning


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The Original Bloom (Old Bloom)

Evaluation

Synthesis

AnalysisApplication

Comprehension

Knowledge


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Old Bloom Revised Bloom

Remember

Apply

Understand

Analyze

Evaluate

Create Evaluation

Analysis

Synthesis

Application

Comprehension

Knowledge


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THE SIX REVISED LEVELS ARENOW CALLED THE

COGNITIVE PROCESS

Dimension

AND ARE DISPLAYED ALONG ALEFT TO RIGHT AXIS.


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THE TAXONOMY TABLE

COGNITIVE PROCESS DIMENSION

KNOWL

EDGEDIMENSIO

N


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Remember

retrieving relevantknowledge from longterm memory

Recognition memory

Recall memory(more difficult)

Can you recall thename of the capitalof Ohio?


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Understand Constructing meaning from oral, written

and/or graphic communication.

Interpreting

Giving Examples

Classifying

Summarizing

Inferring

Comparing Explaining

Can you represent verbal

information visually (interpreting)?


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Apply

Using what weremember andunderstand in a

new situation. Executing

Implementing

Can you use yourinformation in another

situation?


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Analyze

Breaking material into its parts andshowing how the parts relate to oneanother and to an overall structureor purpose.

Differentiating Organizing

Attributing

Can you break information intoparts to explore relationships?


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Evaluate

Makingjudgments usingcriteria and/or

standards Checking

Critiquing

Can you make & justify adecision or course of action?


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CreateReorganize elements into a new

structure

Produce a coherent product ornew whole

Generating

Planning

ProducingCan you generate new

products, ideas, or ways

of viewing things?


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Q: So, do you want to know what

happened to the oldknowledge level?

A: It became an entire newand separate dimension

The KnowledgeDimension


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THE TAXONOMY TABLE


KNOWL

EDGEDIMENSIO

N


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Factual Knowledge

Conceptual Knowledge Procedural Knowledge

Metacognitive Knowledge

The Knowledge Dimension


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Factual Knowledge Knowing discrete

isolated elements

The basic elements

students must know tobe acquainted with adiscipline or solve

problems in it.i.e. Bogot is the capital of Colombia Knowledge of terminology

Knowledge of specific details

and elements


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Conceptual Knowledge Organized bodies of

knowledge, concepts,principles, models or theories,mental schemas that areinterconnected, non-arbitrary

and systematic The interrelationships among

basic elements in a largestructure that enable them to

interact. Knowledge of classifications

and categories, principles andgeneralizations, theories,

models and structures


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Procedural Knowledge How to do something,

methods of inquiry

Knowledge of techniques,methods and algorithmsInterviewing techniques, painting with watercolors

Knowledge of criteria forwhen to use a procedure

Knowing the conditions to

apply what one knows K. of criteria to determine

what style of essay towrite

(i.e. expository, persuasive, etc.)


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Metacognitive Knowledge

Knowledge about ones own cognition Being consciously aware of using

specific strategies to think

Self regulation (control/ monitoring

of thoughts or emotions)

Self knowledge (controllingprocrastination)

Strategic knowledge Knowledge about contextual

and conditional knowledge

Self-knowledge

How did Iget thatanswer?


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Level

1

Remember

Level

2

Understand

Level 3

Apply

Level

4

Analyze

Level

5

Evaluate

Level 6

Create

FactsX X

concept

Pro-

cedures

Metacognitive

THE TAXONOMY TABLE


KNOWL

EDGED

IMENSIO

N


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The Knowledge

Dimensions

The Cognitive Process Dimensions

Level

1

Remember

Level

2

Understand

Level 3

Apply

Level

4

Analyze

Level

5

Evaluate

Level 6

Create

A:

Factual

Knowledge

B:

Conceptual

Knowledge

C:Procedural

Knowledge

D:

Meta-

cognitive

knowledge

A Taxonomy of Learning and Assessing


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An Addendum

The knowledge taxonomy is still listed in ahierarchy

The model simplifies current complexresearch and knowledge

Cognitive processes are represented by

verbs and are not an absolute hierarchy

Problem solving and critical thinking areembedded in all the categories

November 4, 2008, Jack Conklin, Ph.D. (revised)

HOT ARTICHOKE DIP (S 10 t 14)


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HOT ARTICHOKE DIP (Serves 10 to 14)

2 14-oz cans artichoke hearts

16 oz. mayonnaise

1 c. grated Parmesan cheese

Garlic salt (optional)

====================================

1. Drain artichoke hearts.

2. Mash artichokes with fork.

3. Mix with mayonnaise, cheese, and garlicsalt.

4. Bake at 350 degrees for 15 minutes oruntil cheese is melted.

5. Serve with crackers or party rye.

Documents

The Revised Bloom's Taxonomy Rev 11-08 (2)