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

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

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

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 Create Was Synthesis Evaluate Was Evaluation Analyze Was Analysis Apply Was Application Understand Was Comprehension Remember Was Knowledge

Cognitive Processes Dimension 1 Remember 2 Understand 3 Apply 4 Analyze 5 Evaluate 6 Create A. Factual Knowledge B. Conceptual C. Procedural D. Metacognitive 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) Knowledge Dimension

The Vertical Axis— the Knowledge Dimension A. Factual knowledge Terminology, details, elements B. Conceptual knowledge Classifications, categories, principles, theories, models, and structures C. Procedural knowledge Subject-specific skills, techniques, methods, and procedures, as well as when to use them D. Metacognitive knowledge Strategic knowledge, cognitive tasks, contextual and conditional knowledge, and self-knowledge

The Horizontal Axis— the Cognitive Processes Dimension 1. Remember Recognizing and recalling information 2. Understand Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining 3. Apply Executing and implementing 4. Analyze Differentiating, organizing, and attributing 5. Evaluate Checking and critiquing 6. Create Generating, planning, and producing

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

Cognitive Processes Dimension 1 Remember 2 Understand 3 Apply 4 Analyze 5 Evaluate 6 Create A. Factual Knowledge B. Conceptual C. Procedural D. Metacognitive 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”) Knowledge Dimension

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

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

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

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 Processes Dimension 1 Remember 2 Understand 3 Apply 4 Analyze 5 Evaluate 6 Create A. Factual Knowledge Objective # 1 # 3 B. Conceptual #4 C. Procedural #2 D. Metacognitive Knowledge Dimension

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.”

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

How would you classify the objectives in Example #2? Cognitive Processes Dimension 1 Remember 2 Understand 3 Apply 4 Analyze 5 Evaluate 6 Create A. Factual Knowledge B. Conceptual C. Procedural D. Metacognitive 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! Knowledge Dimension

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 Level C Procedural Knowledge/Level 4 Analyze

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 Level C Procedural Knowledge/Level 5 Evaluate Level C Procedural Knowledge/Level 3 Apply

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 Level D Metacognitive Knowledge/Level 5 Evaluate Level D Metacognitive Knowledge/Level 6 Create

Cognitive Processes Dimension 1 Remember 2 Understand 3 Apply 4 Analyze 5 Evaluate 6 Create A. Factual Knowledge Objective # 1 B. Conceptual Objectives 1, 2, 3 C. Procedural #3 #4 2 & 5 4 & 5 D. Metacognitive 3 & 6 #6 In this example, the learner is more engaged in the higher levels of learning—doing something with knowledge beyond simply remembering and understanding it Knowledge Dimension

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

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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