Revised Bloom's Taxonomy

Background: 

In 1956, Benjamin Bloom and other collaborators devised a "taxonomy of educational objectives," or a framework that helped educators understand how learners acquire knowledge and abilities. This taxonomy was presented in a continuum, starting with basic knowledge acquisition and ranging to more advanced, abstract thinking skills. 

In 2001, educational theorists Anderson and Krathwohl revised Bloom's original taxonomy to highlight the dynamism and unique ways learners develop knowledge. 

Overview of the Revised Bloom's Taxonomy:

Anderson and Krathwohl's taxonomy employs action words or verbs to help educators understand how learners acquire knowledge along a continuum of increasingly advanced cognitive processes. Although there are six discrete cognitive processes identified, their boundaries are not static and often overlap.

In addition to outlining a taxonomy of cognitive processes that learners undergo, Anderson and Krathwohl also presented an additional and separate taxonomy that describe the types of knowledge that undergird cognitive processes. 

This guide hosts Anderson and Krathwohl's revised taxonomy in visual form and it gives examples of action verbs that align with each segment of the taxonomy. 

Additionally, this guide hosts information and resources so you may continue to learn more about the Revised Bloom's Taxonomy.