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David R. Krathwohl
213
THEORYINTO PRACTICE/ Autumn 2002
Revising Bloom's Taxonomy
214
Krathwohl
An Overview
215
THEORY INTOPRACTICE /Autumn 2002
Revising Bloom's Taxonomy
A. Factual
Knowledge
B. Conceptual X X
Knowledge
C. Procedural
Knowledge
D. Metacognitive
Knowledge
Figure 1. The placement in the Taxonomy Table of the State of Minnesota's Language Arts Standardfor
Grade 12.
216
Krathwohl
An Overview
under 2. Understand. Since the student is asked to more important and long-lasting fruits of educa-
explain the "consequences of the Parliamentary tion-the more complex ones.
Acts," one can infer that "consequences" refers to In addition to showing what was included,
generalized statements about the Acts' aftereffects the Taxonomy Table also suggests what might have
and is closest to Bc. Knowledge of theories, models, been but wasn't. Thus, in Figure 2, the two blank
and structures. The type of knowledge, then, would bottom rows raise questions about whether there
be B. Conceptual Knowledge. This objective would might have been procedural or metacognitive
be classified in cell B2. knowledge objectives that could have been includ-
The key verb in the third objective is "write." ed. For example, are there procedures to follow in
Like the classification of the State of Minnesota's editing that the teacher could explicitly teach the
standard discussed above, writing is 6.3 Produc- students?Alternatively,is knowledge of the kinds of
ing, a process within 6. Create. To describe "his/ errors common in one's own writing and preferred
her/its position on the Acts" would require some ways of correctingthem an importantmetacognitive
combination of A. Factual Knowledge and B. Con- outcome of self-editing that could have been em-
ceptual Knowledge, so this objective would be clas- phasized? The panorama of possibilities presented
sified in two cells: A6 and B6. Finally, the fourth by the Taxonomy Table causes one to look at blank
objective involves the verbs "self-edit" and "peer areas and reflect on missed teaching opportunities.
edit." Editing is a type of evaluation, so the process The Taxonomy Table can also be used to clas-
involved is 5. Evaluate. The process of evaluation sify the instructional and learning activities used
will involve criteria, which are classified as B. to achieve the objectives, as well as the assess-
ConceptualKnowledge, so the fourthobjective would ments employed to determine how well the objec-
fall in cell B5. The completed Taxonomy Table for tives were mastered by the students. The use of
this unit's objectives is shown in Figure 2. the Taxonomy Table for these purposes is described
From the table, one can quickly visually de- and illustrated in the six vignettes contained in the
termine the extent to which the more complex cat- revised Taxonomy volume (Anderson, Krathwohl,
egories are represented. Ms. Airasian's unit is quite et al., 2001, chaps. 8-13). In the last two articles
good in this respect. Only one objective deals with of this issue, Airasian discusses assessment in great-
the Remember category; the others involve cogni- er detail, and Anderson describes and illustrates
tive processes that are generally recognized as the alignment.
C. Procedural
Knowledge
D. Metacognitive
Knowledge
Figure 2. The classification in a Taxonomy Table of the four objectives of Ms. Airasian's unit integrat-
ing Pre-Revolutionary War colonial history with a persuasive writing assignment.
217
THEORY INTOPRACTICE / Autumn 2002
Revising Bloom's Taxonomy
218