The Revised Blooms Taxonomy presented to

The 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)

Rationale for the changes

Fifty years of research on cognition

(Content knowledge is clearly different than cognitive processing- memory vs. thinking)

New understanding of metacognition Current research on memory and forgetting (four times rule and review needs) Current research in conceptual and procedural learning

Evaluation
Synthesis Analysis Application Comprehension Knowledge

The Original Bloom

(Old Bloom)

Old Bloom
Evaluation Synthesis

Revised Bloom
Create Evaluate

Analysis
Application

Analyze
Apply

Comprehension
Knowledge

Understand
Remember

THE SIX REVISED LEVELS ARE NOW CALLED THE

COGNITIVE PROCESS

Dimension
AND ARE DISPLAYED ALONG A LEFT TO RIGHT AXIS.

THE TAXONOMY TABLE KNOWLEDGE DIMENSION

COGNITIVE PROCESS DIMENSION

Remember

retrieving relevant knowledge from long term memory Recognition memory Recall memory

(more difficult)

Can you recall the name of the capital of Ohio?

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)?

Apply

Using what we remember and understand in a new situation. Executing Implementing

Can you use your information in another situation?

Analyze
Breaking material into its parts and showing how the parts relate to one another and to an overall structure or purpose. Differentiating Organizing Attributing

Can you break information into parts to explore relationships?

Evaluate

Making judgments using criteria and/or standards

Checking Critiquing

Can you make & justify a decision or course of action?

Create
Reorganize elements into a new structure Produce a coherent product or new whole Generating Planning Producing
Can you generate new products, ideas, or ways of viewing things?

Q: So, do you want to know what happened to the old knowledge level?
A: It became an entire new and separate dimension The Knowledge Dimension

THE TAXONOMY TABLE KNOWLEDGE DIMENSION

COGNITIVE PROCESS DIMENSION

The Knowledge Dimension Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

Factual Knowledge

Knowing discrete isolated elements The basic elements students must know to be acquainted with a discipline or solve problems in it.
i.e. Bogot is the capital of Colombia

Knowledge of terminology Knowledge of specific details and elements

Conceptual Knowledge

Organized bodies of knowledge, concepts, principles, models or theories, mental schemas that are interconnected, non-arbitrary and systematic The interrelationships among basic elements in a large structure that enable them to interact. Knowledge of classifications and categories, principles and generalizations, theories, models and structures

Procedural Knowledge
How to do something, methods of inquiry Knowledge of techniques, methods and algorithms
Interviewing techniques, painting with watercolors

Knowledge of criteria for when to use a procedure Knowing the conditions to apply what one knows K. of criteria to determine what style of essay to write
(i.e. expository, persuasive, etc.)

Metacognitive Knowledge
Knowledge about ones own cognition How did I Being consciously aware of using get that specific strategies to think answer? Self regulation (control/ monitoring of thoughts or emotions) Self knowledge (controlling procrastination) Strategic knowledge Knowledge about contextual and conditional knowledge Self-knowledge

THE TAXONOMY TABLE KNOWLEDGE DIMENSION

COGNITIVE PROCESS DIMENSION

Level 1

Level 2

Level 3

Level 4

Remember
Facts

Understand Apply

Level 5

Level 6

Analyze

Evaluate

Create

concept

Procedures

Metacognitive

A Taxonomy of Learning and Assessing

The Cognitive Process Dimensions Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

The Knowledge Dimensions

Remember

Understand

Apply

Analyze

Evaluate

Create

A: Factual Knowledge B: Conceptual Knowledge C: Procedural Knowledge D: Metacognitive knowledge

An Addendum

The knowledge taxonomy is still listed in a hierarchy The model simplifies current complex research and knowledge Cognitive processes are represented by verbs and are not an absolute hierarchy Problem solving and critical thinking are embedded in all the categories
November 4, 2008, Jack Conklin, Ph.D. (revised)

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 garlic salt. 4. Bake at 350 degrees for 15 minutes or until cheese is melted. 5. Serve with crackers or party rye.