1. Bloom's Taxonomy: The Sequel (What the Revised Version Means for You!)
Dr. David P. Byers
© 2005

2. The Revised Taxonomy
In 2001, David Krathwohl, one of the designers of the original taxonomy, and his colleagues published a revised version of the taxonomy in order to
Refocus attention on the continued value of the original taxonomy
Incorporate new knowledge and thought into the taxonomy’s framework

3. What Is the New Taxonomy?
The revised taxonomy contains many of the same elements as the original version with the focus of the taxonomy still being on cognitive processes
However, certain key changes were made
The taxonomy became two-dimensional
Knowledge became an element or dimension that cuts across the other levels or categories
Understand became recognized as a cognitive process that indicated how individuals can demonstrate the ways in which they understand knowledge

4. Changes to the Original Six Levels of the Taxonomy
The six categories or levels that comprised the hierarchical formation of the original taxonomy were changed in the revision
Create
Was Synthesis
Evaluate
Was Evaluation
Analyze
Was Analysis
Apply
Was Application
Understand
Was Comprehension
Remember
Was Knowledge

5. Cognitive Processes Dimension1
Remember 2
Understand 3
Apply 4
Analyze 5
Evaluate 6
Create A.
Factual
Knowledge B.
Conceptual C.
Procedural D.
Metacognitive
The new taxonomy is usually reflected in the form of a table
The vertical axis is known as the Knowledge Dimension
Focusing on different types of knowledge one might possess
The horizontal axis is known as the Cognitive Processes Dimension
Focusing on the different ways that knowledge might be used (or demonstrated)
Knowledge Dimension

6. The Vertical Axis— the Knowledge Dimension
A. Factual knowledge
Terminology, details, elements
B. Conceptual knowledge
Classifications, categories, principles, theories, models, and
structures
C. Procedural knowledge
Subject-specific skills, techniques, methods, and procedures, as
well as when to use them
D. Metacognitive knowledge
Strategic knowledge, cognitive tasks, contextual and conditional
knowledge, and self-knowledge

7. The Horizontal Axis— the Cognitive Processes Dimension
1. Remember
Recognizing and
recalling information
2. Understand
Interpreting,
exemplifying, classifying,
summarizing, inferring,
comparing, explaining
3. Apply
Executing and
implementing
4. Analyze
Differentiating,
organizing, and
attributing
5. Evaluate
Checking and critiquing
6. Create
Generating, planning,
and producing

8. Using the New Taxonomy
In the revised taxonomy, as in the original version, learning objectives are broken down into a series of nouns and verbs to simplify the process of categorizing the objectives

9. Cognitive Processes Dimension1
Remember 2
Understand 3
Apply 4
Analyze 5
Evaluate 6
Create A.
Factual
Knowledge B.
Conceptual C.
Procedural D.
Metacognitive
Nouns are represented by their placement in the rows corresponding to the levels of knowledge on the vertical axis (knowledge dimension)
The verb of an objective is placed in the applicable column of the six categories on the horizontal axis (cognitive dimension) to reflect the cognitive process that must be employed (to learn the “noun”)
Knowledge Dimension

10. The More the Better
Using the two-dimensional table format enables educators to evaluate their learning objectives to
Visually identify the number of levels to which the objectives apply
Identify the levels (lower versus higher) at which learners are being engaged
And to interpret the depth, breadth, and overall value of learning that is to occur

11. Example #1
A set of objectives for a typical training course may include the following:
The learner will be able to recall the terminology presented and correctly match each term to its definition
The learner will be able to understand how to use the tools used in class on the job
The learner will be able to explain the changes being implemented
The learner will be able to correctly interpret the data

12. Breaking it Down
Breaking down the objectives, we can use the table to plot the levels of learning that are to occur
Objective #1—The learner will be able to recall the terminology presented and correctly match each term to its definition
Knowledge Dimension—Level A Factual Knowledge
Cognitive Dimension—Level 1 Remember
Objective #2—The learner will be able to understand how to use the tools used in class on the job
Knowledge Dimension—Level C Procedural Knowledge
Cognitive Dimension—Level 2 Understand

13. Breaking it Down
Objective #3—The learner will be able to explain the changes being implemented
Knowledge Dimension—Level A Factual Knowledge
Cognitive Dimension—Level 2 Understand
Objective #4—The learner will be able to correctly interpret the data
Knowledge Dimension—Level B Conceptual Knowledge

14. Cognitive Processes Dimension1
Remember 2
Understand 3
Apply 4
Analyze 5
Evaluate 6
Create A.
Factual
Knowledge
Objective
# 1
# 3 B.
Conceptual #4 C.
Procedural #2 D.
Metacognitive
Knowledge Dimension

15. What Might Have Been
With regard to the use of the table, Krathwohl (2002) wrote:
“From the table, one can quickly visually determine the extent to which the more complex categories are represented in addition to showing what was included, the Taxonomy Table also suggests what might have been but wasn’t.”

16. Example #2
A different set of objectives for a course may include the following:
The learner will be able to recall the specific criteria in order to correctly classify the data
The learner will correctly interpret the data by conducting a thorough analysis
The learner will evaluate the analysis to determine if changes to existing plans are required
If changes are required, the learner will develop and execute a plan to make any needed changes
The learner will analyze the changes that were made in comparison to the original plan and evaluate the impact to the final goal
The learner will evaluate his/her decision and create a presentation to discuss the choices he/she made

17. How would you classify the objectives in Example #2?
Cognitive Processes Dimension 1
Remember 2
Understand 3
Apply 4
Analyze 5
Evaluate 6
Create A.
Factual
Knowledge B.
Conceptual C.
Procedural D.
Metacognitive
How would you classify the objectives in Example #2?
Look for keywords in the objectives that relate to the categories and/or subcategories for both dimensions!
Knowledge Dimension

18. Breaking it Down
Objective #1—The learner will be able to recall the specific criteria in order to correctly classify the data
Knowledge Dimension/Cognitive Dimension
Level A Factual Knowledge/Level 1 Remember
Level B Conceptual Knowledge/Level 2 Understand
Objective #2—The learner will use correctly interpret the data by conducting a thorough analysis
Level C Procedural Knowledge/Level 4 Analyze

19. Breaking it Down
Objective #3—The learner will evaluate the analysis to determine if changes to existing plans (strategy) are required
Knowledge Dimension/Cognitive Dimension
Level B Conceptual Knowledge/Level 2 Understand
Level C Procedural Knowledge/Level 2 Understand
Level D Metacognitive Knowledge/Level 2 Understand
Level D Metacognitive Knowledge/Level 5 Evaluate
Objective #4—If changes are required, the learner will develop and execute a plan to make any needed changes
Level C Procedural Knowledge/Level 5 Evaluate
Level C Procedural Knowledge/Level 3 Apply

20. Breaking it Down
Objective #5—The learner will analyze the changes that were made in comparison to the original plan and evaluate the impact to the final goal
Knowledge Dimension/Cognitive Dimension
Level C Procedural Knowledge/Level 4 Analyze
Level C Procedural Knowledge/Level 5 Evaluate
Objective #6—The learner will evaluate his/her decision and create a presentation to discuss the choices he/she made
Level D Metacognitive Knowledge/Level 5 Evaluate
Level D Metacognitive Knowledge/Level 6 Create

21. Cognitive Processes Dimension1
Remember 2
Understand 3
Apply 4
Analyze 5
Evaluate 6
Create A.
Factual
Knowledge
Objective
# 1 B.
Conceptual
Objectives
1, 2, 3 C.
Procedural #3 #4
2 & 5
4 & 5 D.
Metacognitive
3 & 6 #6
In this example, the learner is more engaged in the higher levels of learning—doing something with knowledge beyond simply remembering and understanding it
Knowledge Dimension

22. What it Means to You
Among the several benefits of the revised Taxonomy is that it
Allows educators to identify methods with which learners can demonstrate what subject matter they understand and how they understand it
Allows educators to visually identify the levels (lower versus higher) at which learners are being engaged
Allows educators to add greater depth and breadth to their courses by emphasizing the value of the higher levels of learning

23. Conclusion
For many educators, Bloom’s Taxonomy is often used just to satisfy a process or procedure—the creation of learning objectives
However, the objectives are seldom developed or used to their fullest potential because the educator may not thoroughly understand their purpose or potential
Both the original and revised versions of Bloom’s Taxonomy offer a great deal of value for educators and learners

24. Thank you for your time today.