A taxonomy for learning teaching and assessing: a revision of Bloom`s taxonomy of educational objetives

168 Pages·2001·40.81 MB·English

by  Lorin W. Anderson

I I
ABRIDGED EDITION
Based upon the original Bloom's Taxonomy. this new book helps teachers understand and A
implement a standards-based curriculum.
An extraordinary group of cognitive psychologists. curriculum specialists. teacher-educators.
and rescarchers have developed a two-dimensional framework. focusing on knowledge.
steps. and cognitive processes, that define what students are cxpected to learn in school. A AXO OMY
series 01' vignettes- written by and for teachcrs- illustrates how to use this unigue framework.
i\dvance praise for A Tl/.wI/IJIHI"./(¡r Lel/mil/g. Tf.'l/chillg. l/I/{I Assf.'ssillg
- - - - - - FOIt - - - - - -
"1 would want 10 see this book adopted for use in the teacher education program where I
tcach . . .. This should be a book that is found in the professionallibrary of cvery teacher."
-James M. Applefield, UNC-Wilmington I N G ,
~EAR
"1 am vcry impressed with this work and believe it will be a valuable tool for teachers.
curriculum developers, and others involved with teaching and learning. It should become
a mandatory reference for all individuals preparing 10 beco me teachers."
-James R. Johnson. University of Pennsylvania
", am convinced that the revised version 01' the Taxonomy will serve as an invaluabic
resource to pre-service and in-service tcachers. lt was a pleasure to review this manuscript. ,ING,
I am looking forward to its publication."
-Wayne H. Slater. University of Maryland
"Thc book is a worthy successor to "Bloom\ Taxonomy." It has been carefully thought out
and bids fair to becoming a landmark deserving a status egual to that of its forerunner."
- Nathaniel L. Gage. Stanford University ANO
", am illlpressed with the team of educational rescarchers and practitioners that the puhlisher
ASSESSING
has asselllbled to bring the original Taxonomy into step with current understandings 01'
learning and tcaching. For those working in classrooms and in curricululll developlllent.
there is much here that can prove invaluahle. Again, , applaud the authors for the thoughtful
and effective way in which they have undcrtaken this project. The goal is laudable and the
product is effective."
-Patricia Alexander. University 01' Maryland
A T{I.IDIIOIHI·.!(¡r Lf.'{/mil1g. Tel/chil/g. {I1/(1 Assessillg is also available in a hardcover editioll
which includes an additional section-The Taxonollly in Perspective-compriscd 01' three
chapters and an appcndix that provides an historical perspective.
Thc ISBN for the hardcover edition is 0-321-08405-5.
EDITORS
w.
LORIN ANDERSON ANO DAVID R. KRATHWOHL
Pearson
- - - PETER W. AIRASIAN, KATHLEEN A. CRUIKSHANK,
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JAMES RATHS, MERLlN C. WITTROCK
3.1 THE TAXONOMY TABLE
4.1 THE KNOWLEDGE DIMENSION
THE COGNITIVE PROCESS DIMENSION
MA.lOR TYPES AND SUBTYPES EXAMPLES
THE
KNOWLEDGE 1. 2. 3. 4. 5. 6. A. PACTVAL KNOWLltDOB-The baste e1ernents students must know to be a("quainh!d with a
DIMENSION REMEMBER UNDERSTAND ApPLY ANALYZE EVALUATE CREATE diGCipUn<. or solve probJems in ít
A.
AA. Knowledge of terminology Technica1 vocabulary, music symbols
FACTUAL
KNOWLEDGE AB. Knowledge oE specific details and Major nátural resources, reliable sources of
elements information
IS. CONCEPTUAL I<NOWL~DO",-The interrelationships among the basic elements within a larger
structun> that enable them to fundíon together
BA. Knowledge of classifications and Periods of geological time, forms of business
categories ownership
B.
BB. Knowledge of principIes and Pythagorean theorem, law of supply and demand
CONCEPTUAL
generalizations
KNOWLI!:DGE
Be. Knowledge of theories, models, and Theory of evolution, structure of Congress
structures
C. I"ROCEDURAL KNOWLE"'E-How to do something, methods of inquiry, and criteria for using
skills, algorithms, techniques, and J!U'thods
CA. Knowledge of subject-specific skills and Skills used in painting with water colors,
C. algorithms whole-number division algorithm
PROCEDURAL
CB. Knowledge of subject-specific techniques Interviewing techniques, scientific method
KNOWLI!:DGE
andmethods
Ce. Knowledge of criteria for determining Criteria used to determine when to apply a
when to use appropriate procedures procedure involving Newton's second law, criteria
used to judge the feasibility of using a partic1.!lar
method to estimate business costs
D. METACOGNITIVE KNOWLltDOE-KnOWledge of eognition in general as well as awarent!S. and
D.
knowledge of one's own cognition
META-
COGNITIVE DA. Strategic knowledge Knowledge of outlining as a means of capturing
KNOWLI!DGE the structure of a unit of subject matter in a text
book, knowledge of the use of heurístics
DB. Knowledge about cognitive tasks, Knowledge of the types of tests particular teachers
including appropriate contextual and administer, knowledge of the cognitive demands
conditional knowledge of different·t asks
De. Self-knowledge Knowledge that critiquing essays ís a personal
strength, whereas writing essays is a personal
weakness; awareness of one's own knowledge
level
.
5.1
THE COGNITIVE PROCESS DIMENSION (CONTINUED)
5.1 THE COGNITIVE PROCESS DIMENSION
CATEGORIES
CATEG~RIES Be COGNITIVE ALTERNATIVE
& COGNITIVE ALTERNATIVE PROCESSES NAMES DEFINITIONS A""D EXAMPLES
PROCESSES NAMES DEFINITIONS AND EXAMPLES
t ••" IIMBER-Reldew relevantlcnowledge from long-tmn meDIO!)' 4. ANALVZE-Break material inlo its constituent parts and determine how the parts relate to.one
. another and to an O\'erall slrudure or purpose -·x .• ....
1.1 RECOGNIZING Identifying Locating knowledge in long-term memory that is consistent '
with presented material (e.g., Recognize the dates of 4.1 DIFFERENTlATING Discriminating, Distinguishing relevant from irrelevant parts or impor-
important events in U.S. history) distinguishing, tant from unimportant parts of presented material
focusing, (e.g., Distinguish between relevant and irrelevant
'.2 Retrieving Retrieving relevant knowledge from long-term memory
RI!!:CALLING selecting numbers in a mathematical word problem)
(e.g., Recall the dates of important events in U.S. history)
4.2 ORGANIZING Finding Determining how elements fit or function within a
2. uNDln'.TAND-Coostruct meaning from instructiónalmessages, inc1udinJ> oral, WIitten, and· coherence, structure (e.g.; Structure evidence in a historical
graphic communlcation intergrating, description into evidence for and against a particular
outlining, historical explanation)
2.1 INTERPRItTING Clarifying, Changing from one form of representation (e.g., numerical) J parsing,
paraphrasing, to another (e.g., verbal) (e.g., Paraphrase important speeches structuring
representing, and documents) '1
translating 1, 4.3 ATTRIBUTING Deconstructing Determine a point of view, bias, values, or intent under-
lying presented material (e.g., Determine the point of
prin-
2.2 EXIt,MPLlFYING illustrating, Finding a specific example or illustration of a concept or i view of the author of an essay in terms of his or her
instantiating ciple (e.g., Give examples of various artistic painting styles) political perspectiv e)
2.3 CLASSIFYING Categorizing, Determining that something belongs to a category
5. EVALUATE-Make judgments based on eritecia and standards
subsuming (e.g., Classify observed or described cases of mental
disorders)
5.1 CHECKINO Coordinating, Detecting inconsistencies or fallacies within a process or
2.4 SUMMARIZING Abstracting, Abstracting a general theme or major point(s) (e.g. Write a detecting, product; determining whether a process or product has
generalizing short summary óf the event portrayed on a videotape) monitoring, internal cansistency; detecting the effectiveness of a pro-
testing cedure as it is being implemented (e.g., Determine if a
2.5 INPERRING Concluding, Drawing a logical conclusion from presented information
scientis!'s conclusions follow from observed data)
extrapolating, (e.g., In learning a foreign language, infer grammatical
interpolating, principies from examples) 5.2 CRITIQUING Judging Detecting incansistencies between a product and exter-
predicting nal criteria, determining whether a product has exter-
nal consistency; detecting the appropriateness of a pro-
2.6 COMPARING Contrasting, Detecting correspondences between two ideas, objects, and cedure for a g;ven problem (e.g., Judge which of two
mapping, the like (e.g., Compare historical events to contemporary
methods is the best way to solve a given problem)
matching situations)
2.7 EXPLAlP'tlrtG Constructing Constructing a cause-and-effect model of a system(e.g., ex- 6. CREATE-Put elements together to form a coherent or functional whole: reorganize elemenló
models plain the causes of iIÍlportant 18th Century events in France) into a new pattero or s.tructure
3. APPLV-Carry out ar use a procedure in a given slhliltion 6.1 GENERATING Hypothesizing Coming up with alternative hypotheses based on
criteria (e.g., Generate hypotheses to account far an
3.1 EXI!:CUTING Carrying out Applying a procedure to a familiar task (e.g., Divide one observed phenomenon)
whole number by another whole number, both with
6.2 PLANNING Designing Devising a procedure for accomplishing sorne task (e.g.,
multiple digits)
Plan a research paper on a given historical topic)
3.2 IMPLEMa:NTING Using Applying a procedure to an unfamiliar task (e.g., Use New- 6.3 PRODUCJNG Constructing Inventing a product (e.g., Build habita!s for a specific
ton's Second Law in situations in which it is appropriate) purpose)
1
A Taxonomy for
Learning, Teaching,
and Assessing
A Revision of Bloom 's
Taxonomyof
Educational Objectives
ABR I DGED EDITION
EDITORS
LORIN W. ANDERSON
DAVID R. KRATHWOHL
PETER W. AIRASIAN
KATHLEEN A. CRUIKSHANK
RICHARD E. MAYER
PAUL R. PINTRICH
JAMES RATHS
MERLIN C. WITTROCK
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This volume is dedicated to
For permission to use copyrighted material, grateful acknowledgment is made to the copy those teachers who advance
right holders on pp. 287, which are hereby made part 01 this copyright page.
the learning and development
llbrary 01 Congress Cataloging-in-Publieation Dala Of their students every day;
we hope they find it he/pful.
A taxonomy for leaming, teaching, and assessing : a revision oí Bloom's taxonomy of
educational objectives / editors, Lorin W. Anderson, David R. I<rathwohl ; with Peter W.
Airasian ... lel al.].
p.cm.
Inc1udes bibliographical references.
ISBN 0-321-08405-5 (hardcover; alk. paper) --ISBN 0-8013-1903-X (softeover; alk. paper)
1. Bloom, Benjamin Samuel, 1913-Taxonomy of educationaJ objectives. 2.
Education--Aims and objectives. 1. Anderson, Lorin W. n. Krathwohl, David R. m.
Bloom, Benjarnin Sarnuel, 1913-Taxonomy 01 educational objectives.
LBI7.T29 2001
370'.I--dc21 00-063423
This book is a revision of The Taxonomy of Educational Objectives, The Classiftcation 01 Edu
cational GoaIs, Handbook 1: Cognitive Doma;n, Benjamin S. Bloom' (Ed.), Max D, Englehart,
Edward J. Furst, Walker H. HiIl, and David R. Krathwohl, published by David McKay Com
pany, Ine., New York, 1956.
Copyright © 2001 by Addison Wesley Longman, Ine.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval5YS
tem, or transmitted, in any form or by any means, electronic, mechanical, photocopying,
recordin~ or otherwise, without the prior written permission of the publisher. Printed in the
United States.
Please visit OOI website at http://www.ablongman.com
ISBN 0-8013-1903-X (softcover)
67891{}-{J3
Brief Contents
De/ailed Contents xi
List of Tables and Figures xix
Preface xxi
Foreword xxvii
I
SECTION 1 The Taxonomy: Educational Objectives and Student Leaming 1
Introduction 3
CHAPTER I
The Structure, Specificity, and Problems olObjectives 12
CHAPTER 2
I
SECTION 11 The Revised Taxonomy Structure 25
TheTaxonomyTable 27
CHAPTER 3
The Knowledge Dimension 38
CHAPTER 4
The Cognitive Process Dimension 63
CHAPTER l5
SECTION 111 I The Taxonomy in Use 93
CHAPTER 6 Using the Taxonomy Table 95
Introduction to the Vignettes 110
CHAPTER 7
Nutrition Vignette 119
CHAPTER 8
CHAPTER 9 Macbeth Vignette 136
Addition Facts Vignette 158
CHAPTER 10
CHAPTI!:R I t Parliamentary Acts Vignette 171
CHAPTER t 2 Volcanoes? Here? Vignette 190
CHAPTER t 3 Report Writing Vignette 210
CHAPTI!:R t 4 Addressing Long-standing Problems in
ClassTOom Instruction 232
IX
x Brief Contents
Detailed Contents
Appendixes 261
Appendix A: Summary of the Changes from
the Original Framework 263
Appendix B: Condensed Version of the Original Taxonomy
of Educational Objectives: Cognitive Domain 271
References 279
Credits 287
Index 289
List ofTables and Figures xix
Preface xxi
Foreword xxvii
The Taxonorny: Educational Objectives
SECTION 1
and Student Leaming 1
Introduction 3
CHAPTER I
The Need for a Taxonomy 3
Using Our Increased Understanding 6
The Taxonomy Table, Objectives, and Instructional Time 6
The Taxonomy Table and Inslruction 7
The Taxonomy Table and Assessment 8
The Concept of Alignment 10
Teachers as Curriculum Makers Versus Teachers as Curriculum
Implementers: A Closing Comment 10
The Structure, Specificity, and Problems olObjectives 12
CHAPTER 2
The Structure of Objectives 12
Content Versus Knowledge 12
Behavior Versus Cognitive Processes 13
Specificity of Objectives 15
Global Objectives 15
Educational Objectives 15
Inslructional Objectives 16
Summary of Levels of Objectives 16
What Objectives Are Not 17
XI
XII Detailed Contents Detailed Contents XIII
A Changing Vocabulary of Objectives 18 Procedural Knowledge 52
Knowledge of Subject-Specific Skills and AIgorithms 53
Problems wilh Objectives 20
Knowledge of Subject-Specific Techniques and Melhods 54
Specificity and Inclusiveness 20
Knowledge of Criteria for Determining when to Use
The Lock-Step Nature of Objectives 21
Appropriate Procedures 54
What Does an Objective Represent-Learning
or Performance? 21 Metacognitive Knowledge 55
The Restricted Use of Objectives 22 Strategic Knowledge 56
Knowledge About Cognitive Tasks Including Contextual and
Concluding Comment 23
Conditional Knowledge 57
Self-Knowledge 59
I
The Revised Taxonomy Structure 25
SECTION 11 Assessing Objectives Involving Metacognitive Knowledge 60
The Taxonomy Table 27 Conclusion 62
CHAPTER 3
Categories of lhe Knowledge Dimension 27
Categories of lhe Cognitive Process Dimension 30 CHAPTER 5 The Cognitive Process Dimension 63
The Taxonomy Table and Objectives: A Diagrarnmatic A Tale of Three Learning Outcomes 64
Surnmary 30 No Learning 64
Why Categorize Objectives? 34 Rote Learning 64
Our Use of MultipleForms of Definition 36
Meaningful Learning 64
Verbal Descriptions' 36 Meaningful Learning as Constructing Knowledge
Sample Objectives 37 Frarneworks 65
Sample Assessment Tasks 37 Cognitive Processes for Retention and Transfer 65
Sample Instructional Activities 37 The Categories of the Cognitive Process Dimension 66
Closing Cornment: A Look Ahead 37 Remember 66
Recognizing 69
The Knowledge Dimension 38
CHAPTER 4
Recalling 69
A Distinction Between Knowledge and Subject MaUer Content:
Understand 70
A Tale of Four Teachers 39
Interpreting 70
Different Types of Knowledge 40
Exemplifying 71
A Distinction Between Factual and Conceptual
Classifying 72
Knowledge 41
A Rationale for Metacognitive Knowledge 43 Surnmarizing 73
Categories of the Knowledge Dimension 45 Inferring 73
Factual Knowledge 45 Comparing 75
Knowledge of Terminology 45 Explaining 75
Knowledge of Specific Details and Elements 47 Apply 77
Conceptual Knowledge 48 Executing 77
Knowledge of Classifications and Categories 49 Implementing 78
Knowledge of Principies and Generalizations 51 Analyze 79
Knowledge of Theories, Models, and Structures 51 Differentiating 80
XIV Detailed Contents
Detailed Contents XV
Organizing 81
Central Components oí !he Vígnette Descriptions 112
Attributing 82
Using the Taxonomy Table to Analyze !he
Evaluate 83
Vignettes 114
Checking 83
The AnaIytic Process: A Summary 117
Critiqlring 84
Organization and Structure oí !he Vignette
Create 84 Chapters 117
Generating 86 A Closing Comment 118
Planning 87
Producing 87 CHAPTER 8 Nutrition Vignette 119
Section 1: Objectives 119
Decoritextualized and Contextualized Cognitive Processes
88
Section 1I: lnstructional Activities 120
An Example oí Educational Objectives in Context 89
Section llI: Assessment 127
Remembering What Was Leamed 90
Section IV: Closing Commentary 128
Making Sense oí and Using What Was Leamed 90
The Learning Question 128
ConcIusion 91
The lnstruction Question 128
The Assessment Question 130
I
SECTION 111 The Taxonomy in Use 93 The Alignment Question 130
Section V: Closing Questions 131
Usíng the Taxonomy Table 95
CHAPTER 6
Attachments 133
Using the Taxonomy Table in AnaIyzing Your Own Work 95
Using the Taxonomy Table in Analyzing !he Work oí Others 96 CHAPTER 9 Macbeth Vignette 136
The Taxonomy Table Revisited 97 Part 1: Objectives 137
The Leaming Question 97 Part II: lnstructional Activities 137
The lnstruction Question 99 Part ID: Assessment 143
The Assessment Question 101 Part IV: Closing Commentary 146
The Alignment Question 102 The Leaming Question 146
Problems in Classifying Objectives 105 The lnstruction Question 146
The Level oí Specificity Problem 105 The Assessment Question 148
The Prior Leaming Problem 105 The Alignment Question 148
Difíerentiating Objectives from Activities 106 Par! V: Closing Questions 149
Sorne Helpful Hints 107 Attachments 151
Consider the Verb-Noun Combination 107
Addition Fads Vignette 158
Relate Type of Knowledge to Process 107 CHAPTER 10
Part 1: Objectives 158
Make Sure You Have !he Right Noun 108
Part II: lnstructional Activities 159
Rely on Multiple Sources 109
Part ID: Assessment 165
CHAPTER 7 Introduction to the Vignettes 110
Part IV: Closing Commentary 168
Characterization of !he Vígnettes 110
The Learning Question 168
The Curriculum Unit 111
The lnstruction Question 168
XVI Detailed Contents Detailed Contents XVII
The Assessmenl Question 169 The Assessmenl Question 225
The Alignmenl Question 169 The Alignmenl Question 225
Parl V: Closing Queslions 169
Parl V: Closing Questions 226
Altachmenls 228
Parliamentary Acts Vignette 171
CHAPTER 11
ParlI: Objectives 171 Addressing Long-Standing Problems in Classroom
CHAPTER 14
Parl II: Instruclional Activities 173 Insfruction 232
Parl III: Assessmenl 180 Generalizations Relaled lo Ihe Learning Question 234
Parl N: Closing Cornmenlary 182 Using Complex Processes lo Facililale Maslery of Simpler
The Learning Question 182 Objectives 234
Choosing Varielies of Knowledge 236
The Instruction Question 184
Generalizations Relaled lo Ihe Instruction Question 239
The Assessmenl Question 184
Recognizing Links Between Knowledge Types and
The Alignmenl Question 184
Cognitive Processes 239
Parl V: Closing Questions 184
Differentiating Instructional Activities from Objeclives 242
Attachmenls 186
Generalizalions Relaled lo Ihe Assessmenl Question 245
Using Summalive and Formative Assessments 245
CHAPTER 12 Volcanoes? Here? Vignette 190 Dealing wilh Exlernal Assessments 248
Par! 1: Objectives 190 Generalizations Relaled lo Ihe Alignmenl Question 250
Parl II: Instructional Activities 191 Aligning Assessments wilh Objectives 250
Parl III: Assessmenl 201 Aligning Instructional Aclivities wilh Assessmenls 253
Parl N: Closing Cornmenlary 205 Aligning Instructional Activities wilh Objectives 255
The Learning Question 205 A Final Cornmenl 256
The Instruction Question 205 Unsolved Problerns 257
The Assessmenl Question 205 The Time Demands of Analysis 257
The Alignmenl Question 205 The Linkage of Objectives and Inslruction 257
Parl V: Closing Questions 206 Lack of Progress in Multiple-Choice Item Formals 258
Attachmenls 208
Relalionship lo a Theory of Learning and Cognition 258
Relationships Among Ihe Domains 258
Report Writing Vignette 210 In Closing 259
CHAPTER 13
Parl 1: Objectives 210
Parl II: Instructional Activities 213
I
Parl III: Assessmenl 220 Appendixes
Par! N: Closing Commenlary 223 Appendix A: Summary of the Changes from the Original Framework 263
The Learning Question 223
Four Changes in Emphasis 263
The Instruction Question 223
Four Changes in Terminology 265