BloomsTaxonomy

"Taxonomy simply means classification, so the well-known taxonomy of learning objectives is an attempt (within the behaviouralparadigm) to classify forms and levels of learning. It identifies threedomains of learning (see below), each of which is organised as a series of levels or pre-requisites. It is suggested that one cannot effectively or ought not try to address higher levels until those below them have been covered (it is thus effectively serial in structure). As well as providing a basic sequential model for dealing with topics in the curriculum, it also suggests a way of categorising levels of learning, in terms of the expected ceiling for a given programme. Thus in the Cognitive domain, training for technicians may cover knowledge, comprehension and application, but not concern itself with analysisand above, whereas full professional training may be expected to include this and synthesisand evaluationas well. Cognitive:the most-used of the domains, refers to knowledge structures (although sheer knowing the facts is its bottom level). It can be viewed as a sequence of progressive contextualisation of the material. (Based on Bloom, 1956)

The model above is included because it is still common currency, but Anderson and Krathwohl (2001) have made some apparently minor but actually significant modifications, to come up with:

Revised taxonomy of the cognitive domain following Anderson and Krathwohl (2001) Note the new top category, which is about being able to create new knowledge within the domain, and the move from nouns to verbs.
In higher education, "understand" is stillin my viewproblematic in its positioning. There is a higher, contextualised level of "understanding" which comes only with attempting to evaluate ideas and to try them out in new ways, or to "create" with them. It is what I expect at Master's level. The taxonomy is an epistemological rather than psychological hierarchy, but it also has a basic chronological element: you achieve certain levels before others. This higher, Gestalt, level of understanding comes last, in my experience: my principal evidence is in the use of research methods. The "real", intuitive, contextualised, critical, strategic understanding only happens when you have tried to be creative within the field...

Affective:the Affective domain has received less attention, and is less intuitive than the Cognitive. It is concerned with values, or more precisely perhaps with perception of value issues, and ranges from mere awareness (Receiving), through to being able to distinguish implicit values through analysis. (Kratwohl, Bloom and Masia (1964))

Psycho-Motor: Bloom never completed work on this domain, and there have been several attempts to complete it. One of the simplest versions has been suggested by Dave (1975): it fits with the model of developing skillput forward by Reynolds (1965), and it also draws attention to the fundamental role of imitation in skill acquisition.

http://www.learningandteaching.info/learning/bloomtax.htm
Richard C. Overbaugh Lynn Schultz Old Dominion University

Bloom's Taxonomy
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st century work. The two graphics show the revised and original Taxonomy. Note the change from nouns to verbs associated

New Version

Old Version

with each level. Note that the top two levels are essentially exchanged from the traditional to the new version. Remembering: can the student recall or remember the information? Understanding: can the student explain ideas or concepts? Applying: can the student use the information in a new way? Analyzing: can the student distinguish between the different parts? define, duplicate, list, memorize, recall, repeat, reproduce state classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Evaluating: can the student justify a stand appraise, argue, defend, judge, select, support, value, or decision? evaluate Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write.

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm