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�Leslie
Owen Wilson 2006,
restrictions on usage
Background:
In the late 1950s into the early 1970s here in the US there were
attempts to dissect and classify the varied domains of human learning �
cognitive (knowing, head),
affective (feeling, heart) and
psychomotor
(doing, hand/body). The resulting efforts yielded a series of taxonomies
in each area. A taxonomy is really just a word for a form of
classification. The following taxonomies deal with the varied aspects of
human learning and are arranged hierarchically proceeding from the
simplest functions to those that are more complex.
While all of the
taxonomies have been defined and are explained in this site via the
hotlinks, the material below is a simple overview of the newer version
of the cognitive domain. You can
also search the Web for various references on these different
taxonomies, as well as explore the active hyperlinks below. There
are many valuable discussions of the development of the varied
taxonomies and examples of their usefulness and application in teaching. If you find that some of my links are not working, please let me know
through my e-mail link as I know how frustrating that can be. Also, if
you have additional related resources that you think I might be
interested in, please write sending the URL.
The Cognitive
Domain:
In the following table are the two primary existing taxonomies of cognition.
The one on the left, entitled Bloom�s, is based
on the original work of Benjamin Bloom and others as they attempted in
1956 to define the functions of thought, coming to know, or cognition.
This taxonomy is over 50 years old.
The taxonomy on the right is the
more recent adaptation and is the redefined work of one of Bloom's
former students, Lorin Anderson, working with one of his partners in
the original work on cognition, David Krathwohl. That one is
labeled Anderson and Krathwohl. The group redefining Bloom�s
original concepts, worked from 1995-2000. The group was assembled by
Anderson and Krathwohl and included
people with
expertise in the areas of cognitive psychology, curriculum and
instruction, and educational testing, measurement, and assessment.
As you will see the
primary differences are not just in the listings or rewordings from nouns to
verbs, or in the renaming of some of the components, or even in the
repositioning of the last two categories. The major differences in the
updated version is in the
more useful and comprehensive additions of how the taxonomy intersects and
acts upon different types and levels of knowledge -- factual, conceptual,
procedural and metacognitive.
Taxonomies of the Cognitive Domain:
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Bloom�s Taxonomy 1956 |
Anderson and Krathwohl�s Taxonomy 2000 |
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1.
Knowledge:
Remembering or retrieving previously learned material. Examples
of verbs that relate to this function are:
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know
identify
relate
list |
define
recall
memorize
repeat |
record
name
recognize
acquire
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1.
Remembering:
Retrieving, recalling, or recognizing knowledge from memory.
Remembering is when memory is used to produce definitions,
facts, or lists, or recite or retrieve material. |
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2.
Comprehension:
The ability to grasp or construct meaning from material.
Examples of verbs that relate to this function are:
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restate
locate
report
recognize
explain
express |
identify
discuss
describe
discuss
review
infer |
illustrate
interpret
draw
represent
differentiate
conclude
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2.
Understanding:
Constructing meaning from different types of functions be they
written or graphic messages activities like interpreting,
exemplifying, classifying, summarizing, inferring, comparing,
and explaining. |
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3.
Application:
The ability to use learned material, or to implement material in
new and concrete situations. Examples of verbs that relate to
this function are:
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apply
relate
develop
translate
use
operate |
organize
employ
restructure
interpret
demonstrate
illustrate
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practice
calculate
show
exhibit
dramatize |
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3.
Applying:
Carrying out or using a procedure through executing, or
implementing. Applying related and refers to situations where
learned material is used through products like models,
presentations, interviews or simulations.
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4.
Analysis:
The ability to break down or distinguish the parts of material
into its components so that its organizational structure may be
better understood. Examples of verbs that relate to this
function are:
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analyze
compare
probe
inquire
examine
contrast
categorize |
differentiate
contrast
investigate
detect
survey
classify
deduce |
experiment
scrutinize
discover
inspect
dissect
discriminate
separate
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4.
Analyzing:
Breaking material or concepts into parts, determining how the
parts relate or interrelate to one another or to an overall
structure or purpose. Mental actions included in this function
are differentiating, organizing, and attributing, as well as
being able to distinguish between the components or parts. When
one is analyzing he/she can illustrate this mental function by
creating spreadsheets, surveys, charts, or diagrams, or graphic
representations. |
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5.
Synthesis:
The ability to put parts together to form a coherent or unique
new whole. Examples of verbs that relate to this function are:
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compose
produce
design
assemble
create
prepare
predict
modify
tell |
plan
invent
formulate
collect
set up
generalize
document
combine
relate |
propose
develop
arrange
construct
organize
originate
derive
write
propose |
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5.
Evaluating:
Making judgments based on criteria and standards through
checking and critiquing. Critiques, recommendations, and reports
are some of the products that can be created to demonstrate the
processes of evaluation. In the newer taxonomy evaluation comes
before creating as it is often a necessary part of the
precursory behavior before creating something.
Remember this one has now
changed places with the last one on the other side.
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6.
Evaluation:
The ability
to judge, check, and even critique the value of material for a
given purpose. Examples of verbs that relate to this function
are:
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judge
assess
compare
evaluate
conclude
measure
deduce |
argue
decide
choose
rate
select
estimate |
validate
consider
appraise
value
criticize
infer |
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6.
Creating:
Putting elements together to form a coherent or functional
whole; reorganizing elements into a new pattern or structure
through generating, planning, or producing. Creating requires
users to put parts together in a new way or synthesize parts
into something new and different a new form or product. This
process is the most difficult mental function in the new
taxonomy.
This one used to be #5 in
Bloom's known as synthesis.
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Table 1.1 � Bloom vs. Anderson/Krathwohl
Visual Comparison of the two taxonomies
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Bloom et al 1956
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Anderson & Krathwohl et al 2000
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One of the things that
differentiates the new model from that of the 1956 original is that it
lays out components nicely so they can be considered and used. And while
the levels of knowledge were indicated in the original work �
factual, conceptual, and procedural -- these were never fully
understood or used by teachers because most of what educators were given
in training consisted of a simple chart with the listing of levels and
related accompanying verbs. The full breadth of Handbook I and its
recommendations on types of knowledge were rarely discussed in any
instructive way. Nor were teachers
in training
generally aware of any of the criticisms of the original model.
The updated version has added �metacognitive� to the array of knowledge types.
Here are the intersections as the processes impact the levels of
knowledge. Using a simple cross impact grid or table like the one below, one can match easily activities and objectives
to the types of knowledge and to the cognitive processes as well.
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Cognitive Processes |
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The Knowledge
Dimensions |
1.
Remember |
2. Understand |
3.
Apply |
4.
Analyze |
5.
Evaluate |
6.
Create |
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Factual
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Conceptual |
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Procedural |
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Metacognitive
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Knowledge Dimensions Defined:
Factual
Knowledge is knowledge that is basic to specific disciplines. This
dimension refers to essential facts, terminology, details or elements
students must know or be familiar with in order to understand a
discipline or solve a problem in it.
Conceptual Knowledge is knowledge of classifications, principles,
generalizations, theories, models, or structures pertinent to a
particular disciplinary area.
Procedural Knowledge refers to information or knowledge that helps
students to do something specific to a discipline, subject, area of
study. It also refers to methods of inquiry, very specific or finite
skills, algorithms, techniques, and particular methodologies.
Metacognitive Knowledge is the awareness of one�s own cognition and
particular cognitive processes. It is strategic or reflective knowledge
about how to go about solving problems, cognitive tasks, to include
contextual and conditional knowledge and knowledge of self.
Source:
. Anderson, L. W. and
David R. Krathwohl, D. R., et al (2000)
A Taxonomy for
Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of
Educational Objectives. Allyn & Bacon
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