Revised Bloom’s Taxonomy

This object usually represents the knowledge the student should master or build. (Anderson and Krathwohl, 2001, pp. 4-5)

The aspect of the cognitive process represents a continuum of increasing cognitive complexity from memory to creation. Anderson and Krathwohl identified 19 specific cognitive processes that further clarify the boundaries of the six categories (Table 1).

The dimension of knowledge represents the range from concrete (fact) to abstract (meta-cognition) (Table 2). Representing knowledge dimension as multiple discrete steps can be a bit misleading. For example, all procedural knowledge may not be abstract than all conceptual knowledge. Metacognitive knowledge is a special case. In this model, "metacognitive knowledge is cognition and its own knowledge related to various topics" (Anderson and Krathwohl, 2001, p. 44).

Bloom's numerical taxonomy is provided by Andrew Churches - a thorough positioning of the revised taxonomy, practical advice on the various methods used to apply taxonomies to current on-line technologies, and Related rules

I will change the taxonomy of Bloom. The theory was put into practice, 41 (4), Fall 2002. 212-264. This "practical theory" issue contains the following articles.

The best resource to help teachers use Bloom's taxonomy in class (the Larry Felazzo website for that day ...)

Anderson, L. (Editor), Krathwohl, D. (Ed.), Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, , & Wittrock, M .; (2001). Classification of learning, education, and evaluation: a revised edition of Bloom's educational goal classification (full version). New York: Longman

The first order of cognitive skills is knowledge, understanding, application, analysis, comprehension and evaluation. This framework was revised by Lorin Anderson and David Krathwohl in 2001 and a revised Bloom taxonomy was created. The most important change is deletion of "integration" and addition of "creation" as the highest level of bloom classification. And at the highest level it means that it is the most complex or demanding cognitive ability - or at least represents the peak of a cognitive task

In 2001, another scholar team led by Bloom's former student Lorin Anderson and Bloom's colleague David ClassWall, who developed an academic team of the original taxonomy, revised the taxonomy for learning, education and evaluation We released the version. Review of ram education purpose classification The so-called "revised bloom classification" is more useful for educators and is intentionally designed to reflect the usual way used in schools.

Learning, Education, and Evaluation Classification Part III Revision of the Bloom Educational Goal Classification entitled "Classification in Use" provides an application of more than 150 taxonomies. These examples come from K - 12 scenes, but they are easy to adapt to the university environment.

Cognitive psychologists, course theorists, groups of education researchers, and testing and evaluation experts published a revised version of Bloom's taxonomy in 2001 titled "Classification Standard for Education, Learning and Evaluation" did. This heading points attention to some of the static concepts of "educational goal" (original title of Bloom) and shows the concept of more dynamic classification. Learning, Education, and Evaluation Classification Part III Revision of the Bloom Educational Goal Classification entitled "Classification in Use" provides an application of more than 150 taxonomies. These examples come from K - 12 scenes, but they are easy to adapt to the university environment.