ANDERSON AND KRATHWOHL'S REVISED BLOOM'S TAXONOMY

 Anderson and Krathwohl’s Revised Bloom's Taxonomy, introduced in 2001, updates Bloom's original taxonomy to better reflect contemporary understanding of learning processes. The revision, led by Lorin Anderson and David Krathwohl, incorporates changes in terminology and structure to align with modern educational practices.

Key Changes in the Revised Taxonomy

1. Levels of Cognitive Process

   • Remembering:

     • Description: Retrieving relevant knowledge from long-term memory.
     • Keywords: Recognize, recall.
     • Example: Memorizing historical dates or formulas.

   • Understanding:

     • Description: Constructing meaning from instructional messages, including oral, written, and graphic communication.
     • Keywords: Explain, summarize, interpret.
     • Example: Explaining a concept in your own words.

   • Applying:

     • Description: Using information in new situations or contexts.
     • Keywords: Execute, implement.
     • Example: Applying a mathematical formula to solve a real-world problem.

   • Analyzing:

     • Description: Breaking information into parts to explore relationships and patterns.
     • Keywords: Differentiate, organize, attribute.
     • Example: Analyzing the themes and motifs in a literary work.

   • Evaluating:

     • Description: Making judgments based on criteria and standards.
     • Keywords: Check, critique, judge.
     • Example: Evaluating the effectiveness of a research methodology.

   • Creating:

     • Description: Putting elements together to form a novel and coherent whole.
     • Keywords: Design, construct, develop.
     • Example: Designing a new experiment or creating a multimedia presentation.

2. Revised Structure

   • Knowledge Dimension: Categorizes the type of knowledge being addressed.

     • Factual Knowledge: Basic elements and facts.
     • Conceptual Knowledge: The interrelationships among concepts.
     • Procedural Knowledge: Processes and methods.
     • Metacognitive Knowledge: Awareness and control over one's own cognitive processes.

   • Cognitive Process Dimension: The process used to understand and interact with knowledge.

Benefits of the Revised Taxonomy

• Contemporary Relevance: Aligns with current educational research and teaching practices.
• Clearer Terminology: Uses active verbs and clearer language to describe cognitive processes.
• Enhanced Focus: Emphasizes the importance of metacognitive knowledge and its role in learning.

Implementing the Revised Taxonomy

1. Curriculum Design: Develop learning objectives and activities that target various levels of cognitive processes and knowledge dimensions.

2. Assessment: Create assessments that evaluate students' abilities across different cognitive levels and types of knowledge.

3. Instructional Strategies: Use the taxonomy to plan instructional activities that promote higher-order thinking and problem-solving skills.

4. Feedback: Provide feedback that helps students understand their level of cognitive processing and areas for improvement.

Anderson and Krathwohl’s Revised Bloom’s Taxonomy offers a more nuanced framework for designing, delivering, and assessing educational experiences, reflecting an evolved understanding of how learning occurs.