Revised Bloom's Taxonomy (2001)

 

Revised Bloom's Taxonomy (2001)

The original framework for categorizing educational goals, known as Bloom's Taxonomy, was published in 1956 by Dr. Benjamin S. Bloom and collaborators. A revision of this taxonomy was undertaken by a group of cognitive psychologists, curriculum theorists, and other specialists, and was published in 2001 under the title A Taxonomy for Teaching, Learning, and Assessment: a revision of Bloom's Taxonomy.

Major Changes in the Revision

The original number of categories, six, was retained, but with important changes.

The names of the six major categories were changed from noun to verb forms to better reflect different forms of cognitive or thinking processes.

The "Knowledge" category was renamed to "Remembering" because knowledge is considered an outcome or product, not a thinking process.

"Comprehension" and "Synthesis" were retitled to "Understanding" and "Creating", respectively.

The order of two categories was interchanged.

The subcategories were also replaced by verbs and some were reorganised.

The Cognitive Dimension Process: Categories & Cognitive Processes

The six cognitive processes are as follows:

1. Remember: Retrieving relevant knowledge from long-term memory.
1.1 Recognizing: Identifying or locating knowledge in long-term memory that is consistent with presented material.
1.2 Recalling: Retrieving relevant knowledge from long-term memory.

2. Understand: Determining the meaning of instructional content, including oral, written, and graphic communication.
2.1 Interpreting: Clarifying, Paraphrasing, Representing, Translating, or Changing from one form of representation to another.
2.2 Exemplifying: Illustrating or Finding a specific example or illustration of a concept or principle.
2.3 Classifying: Categorizing, Subsuming, or Determining that something belongs to a category.
2.4 Summarizing: Abstracting, or Generalizing a general theme or major point(s).
2.5 Inferring: Concluding, Extrapolating, Interpolating, Predicting, or Drawing a logical conclusion from presented information.
2.6 Comparing: Contrasting, Mapping, Matching, Detecting correspondences between two ideas, objects.
2.7 Explaining: Constructing meanings, Constructing a cause and effect model of a system.

3. Apply: Carrying out or using or applying a procedure in a given situation.
3.1 Executing: Carrying out or Applying a procedure to a familiar task.
3.2 Implementing: Using or Applying a procedure to an unfamiliar task.

4. Analyze: Breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure or purpose.
4.1 Differentiating: Discriminating, Distinguishing, Focusing, Selecting, or Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material.
4.2 Organizing: Finding coherence, Integrating, Outlining, Parsing, Structuring, or Determining how elements fit or function within a structure.
4.3 Attributing: Deconstructing, or Determine a point of view, bias, values, or intent underlying presented material

5. Evaluate: Making judgments based on criteria and standards.

5.1 Checking: Coordinating, Detecting, Monitoring, Testing, or Detecting inconsistencies or fallacies within a process or product; determining whether a process or product has internal consistency; detecting the effectiveness of a procedure as it is being implemented.
5.2 Critiquing: Judging, or Detecting inconsistencies between a product and external criteria; determining whether a product has external consistency; detecting the appropriateness of a procedure for a given problem.

6. Create: Putting elements together to form a novel, coherent whole or make an original product.
6.1 Generating: Hypothesizing or Coming up with alternative hypotheses based on criteria.
6.2 Planning: Designing or Devising a procedure for accomplishing some task.
6.3 Producing: Constructing or Inventing a product.

The Knowledge Dimension
The new Knowledge dimension contains four main categories instead of three:
A. Factual Knowledge: The basic elements that students must know to be acquainted with a discipline or solve problems in it.
Knowledge of terminology.
Knowledge of specific details and elements.

B. 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.

C. 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.

D. Metacognitive Knowledge: Knowledge of cognition in general as well as awareness and knowledge of one's own cognition.
Strategic knowledge.
Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge.
Self-knowledge.