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    Edck 2 Cognitive Domainrevised R Jay Santos Beed 3b

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    raven krae
    Anderson and Krathwohl revised Bloom's taxonomy in 2001, updating the cognitive domain. The original taxonomy classified learning objectives using nouns while the revised version uses verbs. The knowledge dimension was also expanded to include factual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimensions remained the same but were renamed from nouns to verbs - remember became remember, understand became understand, apply became apply, analyze became analyze, evaluate became evaluate, and create became create. The revised taxonomy provides more clarity on cognitive processing verbs for each level of learning.

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    Edck 2 Cognitive Domainrevised R Jay Santos Beed 3b

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    raven krae
    8 views13 pages
    Anderson and Krathwohl revised Bloom's taxonomy in 2001, updating the cognitive domain. The original taxonomy classified learning objectives using nouns while the revised version uses verbs. The knowledge dimension was also expanded to include factual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimensions remained the same but were renamed from nouns to verbs - remember became remember, understand became understand, apply became apply, analyze became analyze, evaluate became evaluate, and create became create. The revised taxonomy provides more clarity on cognitive processing verbs for each level of learning.

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    Edck 2 Cognitive Domainrevised r Jay Santos Beed 3b

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    Anderson and Krathwohl revised Bloom's taxonomy in 2001, updating the cognitive domain. The original taxonomy classified learning objectives using nouns while the revised version uses verbs. The knowledge dimension was also expanded to include factual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimensions remained the same but were renamed from nouns to verbs - remember became remember, understand became understand, apply became apply, analyze became analyze, evaluate became evaluate, and create became create. The revised taxonomy provides more clarity on cognitive processing verbs for each level of learning.

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    © All Rights Reserved
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    8 views13 pages

    Edck 2 Cognitive Domainrevised R Jay Santos Beed 3b

    Uploaded by

    raven krae
    Anderson and Krathwohl revised Bloom's taxonomy in 2001, updating the cognitive domain. The original taxonomy classified learning objectives using nouns while the revised version uses verbs. The knowledge dimension was also expanded to include factual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimensions remained the same but were renamed from nouns to verbs - remember became remember, understand became understand, apply became apply, analyze became analyze, evaluate became evaluate, and create became create. The revised taxonomy provides more clarity on cognitive processing verbs for each level of learning.

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    © All Rights Reserved
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    of 13

    Anderson and

    Krathwohl’s
    Revised Taxonomy
    (cognitive domain)
    Blooms taxonomy was revised in 2001

     Lorin Anderson 
    was once a student of the famed Benjamin Bloom

      David Krathwohl  
    was one of Bloom's partners as he devised his classic cognitive
    taxonomy
    OLD VS REVISED
    TAXONMY
    knowledge dimension
    A. Factual (basic elements of knowledge)
    B. Conceptual (the interrelationship between the
    elements of knowledge
    C. Procedural (the ”how to” part of knowledge)
    D. metacognitive
    (knowledge of cognition and awareness of one’s
    cognition)
    old revised

    EVALUATION CREATE
    SYNTHESIS EVALUATE
    ANALYSIS ANALYZE
    APPLICATION APPLY
    COMPREHENSION UNDERSTAND
    KNOWLEDGE REMEMBER
    noun verb
    LEVEL
    6 CREATE

    LEVEL 5 EVALUATE

    LEVEL 4 ANALYZE

    LEVEL 3 APPLY

    LEVEL UNDERSTAND
    2 RE M
    LEVEL 1 EMBER
    retrieve, recall, or recognize relevant knowledge
    from long-term memory

    verbs
    cite, define, describe, identify, label, list, match, name,
    outline, quote, recall, report, reproduce, retrieve, show,
    state, tabulate, and tell.

    R E
    LEVEL 1 MEMBER
    demonstrate comprehension through
    one or more forms of explanation

    verbs
    abstract, arrange, articulate, associate, categorize, clarify, classify,
    compare, compute, conclude, contrast, defend, diagram, differentiate,
    discuss, distinguish, estimate, exemplify, explain, extend, extrapolate,
    generalize, give examples of, illustrate, infer, interpolate, interpret, match,
    outline, paraphrase, predict, rearrange, reorder, rephrase, represent,
    restate, summarize, transform, and translate.

    LEVEL 2 UNDERSTAND
    •  use information or a skill in a new situation
    applying or using the knowledge learned during the lesson

    • verbs
    apply, calculate, carry out, classify, complete, compute, demonstrate,
    dramatize, employ, examine, execute, experiment, generalize,
    illustrate, implement, infer, interpret, manipulate, modify, operate,
    organize, outline, predict, solve, transfer, translate, and use.

    LEVEL 3 APPLY
    • break material into its constituent parts and
    determine how the parts relate to one another
    and/or to an overall structure or purpose 

    LEVEL 4ANALYZE

    • verbs
    analyze, arrange, break down, categorize, classify,
    compare, connect, contrast, deconstruct, detect, diagram,
    differentiate, discriminate, distinguish, divide, explain,
    identify, integrate, inventory, order, organize, relate,
    separate, and structure.
    • make judgments based on criteria and
    standards
    • determine whether a learner can evaluate
    and justify their decisions the learners can be
    asked to confirm their decisions using
    LEVEL 5EVALUATE question types

    verbs
     appraise, apprise, argue, assess, compare, conclude,
    consider, contrast, convince, criticize, critique, decide,
    determine, discriminate, evaluate, grade, judge, justify,
    measure, rank, rate, recommend, review, score, select,
    standardize, support, test, and validate.
    LEVEL • put elements together to form a new
    6 CREATE coherent or functional whole;
    reorganize elements into a new
    pattern or structure
    • formulation of new structures patterns
    and alternative to existing solutions
    can be expected from the learners in
    verbs this level
    arrange, assemble, build, collect, combine, compile,
    compose, constitute, construct, create, design, develop,
    devise, formulate, generate, hypothesize, integrate, invent,
    make, manage, modify, organize, perform, plan, prepare,
    produce, propose, rearrange, reconstruct, reorganize,
    revise, rewrite, specify, synthesize, and write.
    Why is it important to use
    bloom’s taxonomy in the
    classroom? 
    References: 
    https://www.coloradocollege.edu/other/assessment/how-to-assess-learning/learning-outco
    mes/blooms-revised-taxonomy.html?fbclid=IwAR1yoDcSdS0QedGytdjyA_AxwEtlM6nJCRci
    hGMz84UsU47TRDU0Pi-b25M
    https://campussuite-storage.s3.amazonaws.com/prod/1558527/b8284a7c-b2b7-11e7-
    934d-0ad27657f4d8/2239139/bf8f578c-835c-11eb-95f5-025c8d2f9f27/file/Doma
    ins%20of%20Learning%20&%20Bloom's%20Taxonomy.pdf
    https://www.youtube.com/watch?v=_Z09FtJR_ig&feature=share&fbclid=IwAR2Awdk_JrtD
    bKzTQj0rS1ifZTg98FGGeXt4k3AJ05YsUE0JVYA0760ZqZk

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