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Anderson's Taxonomy
Anderson's taxonomy was developed directly from Bloom's Cognitive taxonomy, with three important differences:
- Bloom uses nouns, and Anderson uses verbs. This is important because it affects the way we demonstrate these abilities as things we perform.
- The Anderson taxonomy introduces the idea of creativity, and puts it at the very top, the highest form of learning.
- There is some relatively minor reshuffling of taxonomic levels.
Warning: Bloom's and Anderson's taxonomies are so interwoven they are sometimes presented as the same. Actually, Anderson's is sometimes referred to inaccurately as Bloom's. You don't ever see Bloom's referred to as Anderson's!
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Bloom's Taxonomy 1956 |
Anderson and Krathwohl's Taxonomy 2000 |
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1. Knowledge: Remembering or retrieving previously learned material. Examples of verbs that relate to this function are:
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1. Remembering: Retrieving, recalling, or recognizing knowledge from memory. Remembering is when memory is used to produce definitions, facts, or lists, or recite or retrieve material. |
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2. Comprehension: The ability to grasp or construct meaning from material. Examples of verbs that relate to this function are:
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2. Understanding: Constructing meaning from different types of functions be they written or graphic messages activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. |
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3. Application: The ability to use learned material, or to implement material in new and concrete situations. Examples of verbs that relate to this function are:
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3. Applying: Carrying out or using a procedure through executing, or implementing. Applying related and refers to situations where learned material is used through products like models, presentations, interviews or simulations.
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4. Analysis: The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood. Examples of verbs that relate to this function are:
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4. Analyzing: Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts. When one is analyzing he/she can illustrate this mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations. |
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5. Synthesis: The ability to put parts together to form a coherent or unique new whole. Examples of verbs that relate to this function are:
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5. Evaluating: Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy evaluation comes before creating as it is often a necessary part of the precursory behavior before creating something. Remember this one has now changed places with the last one on the other side.
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6. Evaluation: The ability to judge, check, and even critique the value of material for a given purpose. Examples of verbs that relate to this function are:
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6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way or synthesize parts into something new and different a new form or product. This process is the most difficult mental function in the new taxonomy. This one used to be #5 in Bloom's known as synthesis. |
Adapted from http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/