Bloom's Taxonomy: The Sequel (What the Revised Version Means for You!) Dr. David P. Byers © 2005.

Bloom's Taxonomy: The Sequel (What the Revised Version Means for You!)

Dr. David P. Byers© 2005

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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






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



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






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


Objective

#3

Objectives3 & 6

Objective#6


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

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Thank You

Thank you for your time today.

Bloom's Taxonomy: The Sequel (What the Revised Version Means for You!) Dr. David P. Byers © 2005.

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Transcript of Bloom's Taxonomy: The Sequel (What the Revised Version Means for You!) Dr. David P. Byers © 2005.