Revised Bloom’s taxonomy
Prepared by
SABARISH-P
M.Sc., M.Ed.,
JRF & NET
Assistant
professor in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
During
the 1990's, a former student of Bloom's, Lorin Anderson, & Krathwol updated the taxonomy,
hoping to add relevance for 21st century students and teachers. This new expanded
taxonomy can help instructional designers and teachers to write and revise
learning outcomes.
Ø Major Changes
1) Renaming and reorganizing of
cognitive levels
2) Nouns changed to verbs
3) Structural change with two
dimensions (the knowledge dimension and the cognitive process dimension)
1) Renaming and reorganizing of
cognitive levels
·
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.
·
Create
took the place of Synthesis and
moved to signify a more cognitively complex position on the matrix.
2) Nouns changed to verbs
The names of six major categories were changed from noun to verb forms as shown below. The word knowledge
was inappropriate to describe a category of thinking and was replaced
with the word remembering instead.
3)
Structural
change with two dimensions (the knowledge dimension and the cognitive process
dimension)
·
The six
revised categories are termed “Cognitive Process” categories and they exist
along the Cognitive Process Dimension as shown in the figure.
·
The cognitive process dimension is found
along the horizontal axis of the Taxonomy Table.
·
Knowledge
became a separate dimension – The Knowledge Dimension
·
The
knowledge dimension is found along the vertical axis of the Taxonomy Table.
·
So… there are two dimensions in the Revised Taxonomy. This is now refer to as the Taxonomy Table
The two dimensions are part of a
grid where the cognitive process dimension is spread horizontally across the
top and the knowledge dimension is spread vertically.
Ø COGNITIVE PROCESS DIMENSION
The new terms are defined as:
Remembering
|
Retrieving,
recognizing, and
recalling
relevant knowledge from long-term memory.
|
Understanding
|
Constructing meaning from oral,
written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring,
comparing,
and explaining.
|
Applying
|
Carrying out or using a procedure
through
executing, or implementing.
|
Analyzing
|
Breaking material into constituent
parts, determining how the parts relate to one another and to an overall
structure or purpose through differentiating, organizing, and attributing.
|
Evaluating
|
Making judgments based on criteria and
standards through checking
and
critiquing.
|
Creating
|
Putting elements together to form a
coherent or functional whole; reorganizing elements into a new pattern or
structure through generating,
planning, or
producing.
|
Ø KNOWLEDGE DIMENSION
The Knowledge dimension have
organized into four
1) Factual
Knowledge
2) Conceptual
Knowledge
3) Procedural
Knowledge
4) Metacognitive
Knowledge
1) Factual Knowledge
•
The basic elements students must know to
be acquainted with a discipline or solve problems in it.
–
Knowledge of terminology
–
Knowledge of specific details and
elements
2)
Conceptual Knowledge
•
The interrelationships among the basic
elements within a larger structure that enable them to function together.
–
Knowledge of classifications and
categories
–
Knowledge of principles and
generalizations
–
Knowledge of theories, models and
structures
3)
Procedural Knowledge
•
How to do something, methods of inquiry
and criteria for using skills, algorithms, techniques and methods.
–
Knowledge of subject-specific skills and
algorithms
–
Knowledge of subject-specific techniques
and methods
–
Knowledge of criteria for determining
when to use appropriate procedures
4)
Metacognitive Knowledge
•
Knowledge of cognition in general as
well as awareness and knowledge or one’s own cognition.
–
Strategic knowledge
–
Knowledge about cognitive tasks,
including appropriate contextual and conditional knowledge
–
Self-knowledge
REVIEW ONE MORE TIME:
CHANGING EMPHASIS-IMPORTANCE
OF RBT.
•
Two dimensional
•
Verb represents the cognitive process.
•
Noun represents the focus of the knowledge dimension.
•
Twenty-four cells that are all important and necessary
for well-rounded understanding
•
Authentic tool for curriculum planning, instructional
delivery and assessment
•
Allows for quick examination of CIA (Curriculum,
Instruction and Assessment) alignment
•
Non-hierarchical based on value– lower levels are not
necessary for advancement through levels
