{"id":32,"date":"2006-12-06T01:02:32","date_gmt":"2006-12-06T01:02:32","guid":{"rendered":"http:\/\/www.satisfice.com\/kaner\/?p=13"},"modified":"2013-01-14T01:50:34","modified_gmt":"2013-01-14T01:50:34","slug":"assessment-objectives-part-2-anderson-krathwohls-2001-update-to-blooms-taxonomy","status":"publish","type":"post","link":"https:\/\/kaner.com\/?p=32","title":{"rendered":"Assessment Objectives. Part 2: Anderson &#038; Krathwohl&#8217;s (2001) update to Bloom&#8217;s taxonomy"},"content":{"rendered":"<p><a href=\"http:\/\/coe.sdsu.edu\/eet\/Articles\/bloomrev\/index.htm\">Bloom&#8217;s taxonomy<\/a> has been a cornerstone of instructional planning for 50 years. But there have been difficult questions in how to apply it.<\/p>\n<p>The Bloom commission presented 6 levels of (cognitive) knowledge:<\/p>\n<ul>\n<li><strong>Knowledge <\/strong>(for example, can state or identify  facts or ideas)<\/li>\n<li><strong>Comprehension <\/strong>(for example,  can summarize ideas, restate them in other words, compare them to other ideas)<\/li>\n<li><strong>Application <\/strong>(for example,  can use the knowledge to solve problems)<\/li>\n<li><strong>Analysis <\/strong>(for example, can identify patterns, identify components and explain how they connect to each other)<\/li>\n<li><strong>Synthesis <\/strong>(for example, can relate different things to each other, combine ideas to produce an explanation)<\/li>\n<li><strong>Evaluation <\/strong>(for example, can weigh costs and benefits of two different proposals)<\/li>\n<\/ul>\n<p>For example, I &#8220;know&#8221; a fact (&#8220;the world is flat&#8221;) and I can prove that I know it by saying it (&#8220;The world is flat&#8221;). But I also know a procedure (&#8220;Do these 48 steps in this order to replicate this bug&#8221;) and I can prove that I know it by, er, ah &#8212; maybe it&#8217;s easier for me to prove I know it by DOING it than by saying it. (Have you ever tried to DO &#8220;the world is flat?&#8221;) Is it the same kind of thing to apply your knowledge of a fact as your knowledge of a procedure? What about knowing a model? If knowing a fact lets me say something and knowing a procedure helps me do something, maybe knowing a model helps me predict something. Say = do = predict = know?<\/p>\n<p>Similarly, think about synthesizing or evaluating these different things? Is the type and level of knowledge really the same &#8212; would we test people&#8217;s knowledge in the same way &#8212; for these different kinds of things?<\/p>\n<p><a href=\"http:\/\/search.barnesandnoble.com\/booksearch\/isbnInquiry.asp?z=y&amp;EAN=9780226601649&amp;itm=1\">Extensive discussion<\/a> led to upgrades, such as <a href=\"http:\/\/www.amazon.com\/Taxonomy-Learning-Teaching-Assessing-Educational\/dp\/0321084055\/ref=ed_oe_h\/104-2196723-9478340\">Anderson &amp; Krathwohl&#8217;s<\/a> and <a href=\"http:\/\/www.amazon.com\/Designing-Taxonomy-Educational-Objectives-Assessment\/dp\/0803968361\/ref=pd_bxgy_b_img_b\/104-2196723-9478340\">Marzano&#8217;s<\/a>.<\/p>\n<blockquote><p><em><strong>Rather than ordering knowledge on one dimension, from easiest-to-learn to hardest, the new approaches look at different types of information (facts, procedures, etc.) as well as different levels of knowledge (remember, apply, etc.). <\/strong><\/em><\/p><\/blockquote>\n<p>I find the Anderson \/ Krathwohl approach (<a href=\"http:\/\/coe.sdsu.edu\/eet\/Articles\/bloomrev\/index.htm\">simple summaries here<\/a> and <a href=\"http:\/\/www.coe.uga.edu\/epltt\/bloom.htm\">here <\/a>and <a href=\"http:\/\/oregonstate.edu\/instruct\/coursedev\/models\/id\/taxonomy\/\">here<\/a>) more intuitive and more easy to apply, (YMMV, but that&#8217;s how it works for me&#8230;) Their model looks like this:<\/p>\n<table border=\"1\" cellspacing=\"1\" cellpadding=\"1\" width=\"600\">\n<tbody>\n<tr>\n<th width=\"190\" scope=\"col\">The Knowledge Dimension<\/th>\n<th width=\"410\" scope=\"col\">The Cognitive Process Dimension<\/th>\n<\/tr>\n<\/tbody>\n<\/table>\n<table border=\"1\" cellspacing=\"1\" cellpadding=\"1\" width=\"600\">\n<tbody>\n<tr>\n<th scope=\"row\"><\/th>\n<td>Remember<\/td>\n<td>Understand<\/td>\n<td>Apply<\/td>\n<td>Analyze<\/td>\n<td>Evaluate<\/td>\n<td>Create<\/td>\n<\/tr>\n<tr>\n<th scope=\"row\"><em>Factual knowledge<\/em><\/th>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<th scope=\"row\"><em>Conceptual knowledge<\/em><\/th>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<th scope=\"row\"><em>Procedural knowledge<\/em><\/th>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<th scope=\"row\"><em>Metacognitive knowledge<\/em><\/th>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Metacognitive knowledge is knowing how to learn something. For example, much of what we know about troubleshooting and <a href=\"http:\/\/www.amazon.com\/Debugging-Thinking-Multidisciplinary-Approach-Technologies\/dp\/1555583075\/sr=1-1\/qid=1165388454\/ref=pd_bbs_sr_1\/104-2196723-9478340?ie=UTF8&amp;s=books\">debugging<\/a> and <a href=\"http:\/\/www.testingeducation.org\/BBST\/specbased\/spec2.wmv\">active reading<\/a> is metacognitive knowledge.<\/p>\n<ul>\n<li>Extending Anderson\/Krathwohl for evaluation of testing knowledge<\/li>\n<li>Assessment activities for certification in light of the Anderson\/Krathwohl taxonomy<\/li>\n<\/ul>\n<h4>Next assessment sequence: Multiple Choice Questions: Design &amp; Content.<\/h4>\n","protected":false},"excerpt":{"rendered":"<p>Bloom&#8217;s taxonomy has been a cornerstone of instructional planning for 50 years. But there have been difficult questions in how to apply it. The Bloom commission presented 6 levels of (cognitive) knowledge: Knowledge (for example, can state or identify facts or ideas) Comprehension (for example, can summarize ideas, restate them in other words, compare them [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5],"tags":[],"class_list":["post-32","post","type-post","status-publish","format-standard","hentry","category-education"],"_links":{"self":[{"href":"https:\/\/kaner.com\/index.php?rest_route=\/wp\/v2\/posts\/32","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/kaner.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/kaner.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/kaner.com\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/kaner.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=32"}],"version-history":[{"count":1,"href":"https:\/\/kaner.com\/index.php?rest_route=\/wp\/v2\/posts\/32\/revisions"}],"predecessor-version":[{"id":266,"href":"https:\/\/kaner.com\/index.php?rest_route=\/wp\/v2\/posts\/32\/revisions\/266"}],"wp:attachment":[{"href":"https:\/\/kaner.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=32"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/kaner.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=32"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/kaner.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=32"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}