Question

Which among the following statements are correct about Revised Bloom’s Taxonomy? (I) The different types and levels of knowledge in revised taxonomy – factual, conceptual, procedural and metacognitive. (II) In 2001, Bloom’s Taxonomy was revised by Lorin Anderson and David Krathwohl. (III) The revised taxonomy includes Remembering, Understanding, Applying, Analyzing, Evaluating and Creating.

• A. All of the above (I, II & III)
• B. Only (I & III)
• C. Only (II & III)
• D. Only (I & II)

Answer 1

Answer:

A. All of the above (I, II & III)

Understanding Revised Bloom's Taxonomy

• Bloom's Taxonomy was originally created in 1956 by an educational psychologist Benjamin Bloom and his committee, aiming to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just rote learning.
• The original taxonomy comprised six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
• In 2001, a group of cognitive psychologists, curriculum theorists, instructional researchers, and testing and assessment specialists, led by Lorin Anderson (a former student of Bloom) and David Krathwohl (one of Bloom's original partners), published a revision to Bloom's Taxonomy.
• The Revised Bloom's Taxonomy (2001) made significant changes, primarily in two dimensions: Knowledge Dimension and Cognitive Process Dimension.

Cognitive Process Dimension (Verbs)

• The original taxonomy used nouns for its categories (e.g., Knowledge, Comprehension). The revised taxonomy uses verbs to reflect the active nature of learning and thinking processes.
• The six levels of the Cognitive Process Dimension in the revised taxonomy are:
  • Remembering: Recalling facts and basic concepts. (Corresponds to 'Knowledge' in the original)
  • Understanding: Explaining ideas or concepts. (Corresponds to 'Comprehension' in the original)
  • Applying: Using information in new situations. (Corresponds to 'Application' in the original)
  • Analyzing: Breaking information into parts to explore understandings and relationships. (Corresponds to 'Analysis' in the original)
  • Evaluating: Justifying a stand or decision. (Corresponds to 'Evaluation' in the original)
  • Creating: Producing new or original work. (Replaced 'Synthesis' and is now the highest level, emphasizing innovation and generation).

Knowledge Dimension (Nouns)

• The revised taxonomy introduced a separate Knowledge Dimension, categorizing different types of knowledge learners might encounter or be expected to learn.
• The four levels of the Knowledge Dimension are:
  • Factual Knowledge: Basic elements students must know to be acquainted with a discipline or solve problems (e.g., specific details, terminology).
  • Conceptual Knowledge: The interrelationships among the basic elements within a larger structure that enable them to function together (e.g., classifications, principles, theories).
  • Procedural Knowledge: How to do something; methods of inquiry, and criteria for using skills, algorithms, techniques, and methods (e.g., skills, algorithms, techniques).
  • Metacognitive Knowledge: Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition (e.g., strategic knowledge, knowledge about cognitive tasks, self-knowledge).

Key Takeaways for Exams

• The revised taxonomy is often represented as a two-dimensional framework, with the Cognitive Process Dimension on one axis and the Knowledge Dimension on the other.
• This framework provides a more dynamic and active way to think about learning outcomes and designing assessments.
• It is a widely used tool for curriculum design, instructional planning, and assessment development in education worldwide.