The Evolution of Blooms Taxonomy: From 1956 to 2001

The Evolution of Bloom's Taxonomy: From 1956 to 2001

Bloom's Taxonomy, developed in 1956 by Benjamin Bloom and his colleagues, has been a fundamental framework for categorizing educational goals and objectives. Over the years, it has undergone a significant transformation with the Revised Taxonomy published in 2001 by Lorin Anderson and David Krathwohl. This article explores the key differences between the two versions and their implications for modern educational practices.

Structure and Terminology

The original Bloom's Taxonomy, introduced in 1956, featured six hierarchical categories:

Knowledge Comprehension Application Analysis Synthesis Evaluation

In contrast, the Revised Taxonomy, published in 2001, retains six categories but redefines the terminology and order:

Remembering Understanding Applying Analyzing Evaluating Creating

This reordering signifies a shift towards a more active and discovery-based approach to learning, and the addition of action verbs enriches the understanding of each category.

Action Verbs and Active Learning

A significant improvement in the Revised Taxonomy is the use of action verbs to describe each category. This not only promotes a more active approach to learning but also aligns with contemporary pedagogical practices:

Remembering: Recognize, recall, list, state, identify Understanding: Interpret, classify, summarize, infer, compare, defend Applying: Execute, implement, operate, solve, simplify, rewrite Analyzing: Differentiate, [structure], compare, [accommodate / adapt], organize, attribute Evaluating: Check, critique, judge, support, [recommend], compare Creating: Propose, [design], suggest, formulate, [compose], invent

For example, the term 'evaluating' in the Revised Taxonomy emphasizes a more critical and analytical process, contrasting with the original 'evaluation,' which was more about judgment.

Hierarchical Order and Cognitive Processes

While the original taxonomy presented a more linear hierarchy with 'synthesis' placed above 'analysis,' the Revised Taxonomy reorders the categories to reflect a more nuanced understanding of cognitive processes. In the revised version, 'creating' is placed at the pinnacle, indicating that synthesizing information to create novel ideas is a higher-order thinking skill, surpassing 'evaluating' in the hierarchy.

The revised taxonomy also enriches the hierarchy by emphasizing the cognitive processes involved in each category. This shift reflects advancements in educational theory and practice that prioritize cognitive engagement and higher-order thinking.

Focus on Learning Outcomes and Real-World Application

A fundamental difference between the two versions of Bloom's Taxonomy is the greater emphasis on learning outcomes and the application of knowledge in real-world contexts. The revised taxonomy underscores the importance of practical application and student engagement, aligning with contemporary pedagogical practices.

By providing a more detailed categorization into two dimensions#8211;cognitive process and knowledge#8211;the revised taxonomy offers a more comprehensive framework for assessing educational goals and objectives. It also highlights the importance of metacognitive knowledge, procedural knowledge, and conceptual knowledge alongside factual knowledge.

Visual Representation

Whereas the original taxonomy was primarily a linear list, the revised taxonomy is often depicted as a two-dimensional table that contrasts the cognitive process and knowledge dimensions. This visual representation provides educators with a clear and intuitive understanding of the framework and its components.

Summary

In summary, the Revised Bloom's Taxonomy updates the original framework by changing the terminology, reordering the categories, emphasizing active learning, and providing a more nuanced understanding of knowledge types. These changes reflect advancements in educational theory and practice over the decades since the original taxonomy was created, making it a richer and more applicable tool for educators today.