A Mode| of Learn|ng Cb[ecnves

!!!!based!on
A"Taxonomy"for"Learning,"Teaching,"and"Assessing:
A kevlsloo of 8loom's 1oxooomy of Jocouoool Objecuves
*Metacognitive,knowledge,is,a,special,case.,In,this,model,,metacognitive,knowledge,is,knowledge,of,[ones,own],
cognition,and,about,oneself,in,relation,to,various,subject,matters,.,.,.,,(Anderson,and,Krathwohl,,2001,,p.,44).
(Table,1,adapted,from,Anderson,and,Krathwohl,,2001,,p.,46.),
Table&1.&The&Knowledge&Dimension&&major&types&and&subtypes
&
factual conceptual procedural metacognitive*
concrete&knowledge abstract&knowledge
knowledge!of!terminology
knowledge of speclc deLalls and
elements
knowledge of sub[ecL-speclc
skills!and!algorithms
knowledge of sub[ecL-speclc
techniques!and!methods
knowledge!of!criteria!for!
determining!when!to!use!
appropriate!procedures
strategic!knowledge
knowledge abouL cognluve Lasks,
including!appropriate!contextual!
and condluonal knowledge
self9knowledge
knowledge of classlcauons and
categories
knowledge!of!principles!and!
generallzauons
knowledge of Lheorles, models,
and!structures
Among othei mouifications, Anueison anu Kiathwohl's (2uu1) ievision of the oiiginal Bloom's taxonomy (Bloom & Kiathwohl, 19S6)
ieuefines the cognitive uomain as the inteisection of the Cognitive Piocess Bimension anu the Knowleuge Bimension. This uocument
offeis a thiee-uimensional iepiesentation of the ieviseu taxonomy of the cognitive uomain.
Although the Cognitive Piocess anu Knowleuge uimensions aie iepiesenteu as hieiaichical steps, the uistinctions between categoiies aie
not always cleai-cut. Foi example, all pioceuuial knowleuge is not necessaiily moie abstiact than all conceptual knowleuge; anu an
objective that involves analyzing oi evaluating may iequiie thinking skills that aie no less complex than one that involves cieating. It is
geneially unueistoou, nonetheless, that lowei oiuei thinking skills aie subsumeu by, anu pioviue the founuation foi highei oiuei
thinking,skills.
The$Knowledge$Dimension,classifies foui types of knowleuge that leaineis may be expecteu to acquiie oi constiuct
ranging,from,concrete,to,abstract,(Table,1).
1he Cogn|nve rocess D|mens|on,iepiesents a continuum of incieasing cognitive complexityfiom lower,order,
thinking,skills,to,higher,order,thinking,skills. Anueison anu Kiathwohl (2uu1) iuentify nineteen specific cognitive piocesses that fuithei
claiify the scope of the six categoiies (Table 2).
(Table,2,adapted,from,Anderson,and,Krathwohl,,2001,,pp.,6768.)
Table&2.&The&Cognitive&Processes&dimension&&&categories&&&cognitive&processes&and$alternative$names$
&
remember understand apply analyze evaluate create
lower&order&thinking&skills higher&order&thinking&skills
This taxonomy pioviues a fiamewoik foi ueteimining anu claiifying learning,objectives.,
Learning,activities often involve both lowei oiuei anu highei oiuei thinking skills as well as a mix of conciete anu abstiact knowleuge.
lnLerpreung!
- clarlfylng
- paraphraslng
- represenung
- Lranslaung
exemplifying!
- lllusLraung
- lnsLanuaung
classifying!
- caLegorlzlng
- subsumlng
summarizing!
- absLracung
- generallzlng
inferring!
- concludlng
- exLrapolaung
- lnLerpolaung
- predlcung
comparing!
- conLrasung
- mapplng
- maLchlng
explaining!
- consLrucung models
execuung
- carrylng ouL
lmplemenung
- uslng
dlerenuaung
- dlscrlmlnaung
- dlsungulshlng
- focuslng
- selecung
organizing!
- ndlng coherence
- lnLegraung
- ouLllnlng
- parslng
- sLrucLurlng
aurlbuung
- deconsLrucung
checking!
- coordlnaung
- deLecung
- monlLorlng
- Lesung
crluqulng
- [udglng
generaung
- hypoLheslzlng
planning!
- deslgnlng
producing!
- consLrucung
recognizing!
- ldenufylng
recalling!
- reLrlevlng
In,this,model,,each,of,the,colored,blocks,shows an example of a
leaining objective that geneially coiiesponus with each of the vaiious
combinations,of,the,cognitive,process,and,knowledge,dimensions.
Remember:!these,are,learning$not learning!ocuvlues.,
It may be useful to think of pieceuing each objective
with,something,like:,Students,will,be,able,to,.,.,.
Model!created!by:!Rex!Heer
lowa SLaLe unlverslLy
Center!for!Excellence!in!Learning!and!Teaching
updaLed !anuary, 2012
Llcensed under a Creauve Commons Aurlbuuon9
nonCommerclal-ShareAllke 3.0 unporLed Llcense.
Foi auuitional iesouices, see:
www.celt.iastate.euuteachingReviseuBlooms1.html
*Anueison, L.W. (Eu.), Kiathwohl, B.R. (Eu.),
Aiiasian, P.W., Ciuikshank, K.A., Nayei, R.E.,
Pintiich, P.R., Raths, }., & Wittiock, N.C. (2uu1).
A"taxonomy"for"learning,"teaching,"and"
assessing:"A"revision"of"Bloom's"Taxonomy"of"
Educational"Objectives (Complete euition).
New,York:,Longman.
A,statement,of,a,|earn|ng ob[ecnve,contains,a,verb (an,action),and,an,object,(usually a noun).
- The verb geneially iefeis to |actions associateu withj the intenueu cogn|nve process.,
- The object,geneially uesciibes the knowledge!stuuents aie expecteu to acquiie
oi constiuct. (Anueison anu Kiathwohl, 2uu1, pp. 4-S)
L|st
primary!and!secondary
colors.
Summarize
features!of!a!new
producL.
kespond
to!frequently!asked
quesuons.
Select
the!most!complete!list
of acuvlues.
Check
for!consistency!among!
sources.
Generate
a!log!of!daily
acuvlues.
Recognize
symptoms!of
exhausuon.
C|ass|fy
adheslves by
LoxlclLy.
rov|de
advlce Lo
novlces.
D|erennate
high!and!low
culture.
Determine
relevance of
resulLs.
Assemb|e
a!team!of
experLs.
Des|gn
an emclenL pro[ecL
workow.
Recall
how!to!perform
C8.
C|ar|fy
assembly
lnsLrucuons.
Carry out
pH!tests!of!water!
samples.
Integrate
compliance!with
regulauons.
Judge$
emclency of sampllng
Lechnlques.
Idennfy
strategies!for!retaining
lnformauon.
red|ct
ones!response!to!
culLure shock.
Use
techniques!that!match!
one's sLrengLhs.
Deconstruct
one's blases.
keect
on!ones
progress.
Create
an lnnovauve learnlng
poruollo.