Bloom’s Taxonomy of Learning
Bloom’s Taxonomy of Learning
(Thirawit Praimahaniyom, March 11, 2023)
In 2001, a revised version of Bloom's Taxonomy of Learning was published by Anderson and Krathwohl, which reflected changes in education and society since the original framework was introduced in 1956. This essay will define and describe each step of the new version of Bloom's Taxonomy, with references to supporting literature.
The first level of the new version of Bloom's Taxonomy is Remembering, which includes the ability to recall previously learned information. This level encompasses basic knowledge and facts that are necessary for understanding a subject. According to Huitt and Hummel (2003), remembering is essential for developing a strong foundation of knowledge in a subject area.
The second level is Understanding, which involves the comprehension of concepts and ideas. This level requires students to interpret and explain information in their own words. As noted by Krathwohl (2002), understanding is a prerequisite for more advanced cognitive skills, such as analysis and evaluation.
The third level is Applying, which involves the ability to use knowledge and skills in real-world situations. This level requires students to apply what they have learned to new and complex situations. As noted by Krathwohl (2002), applying is essential for developing problem-solving and decision-making skills.
The fourth level is Analyzing, which involves breaking down information into smaller components to understand its structure and organization. This level requires students to identify patterns and relationships in information. According to Anderson and Krathwohl (2001), analyzing is essential for developing critical thinking skills.
The fifth level is Evaluating, which involves making judgments about the quality and value of information. This level requires students to use critical thinking and analytical skills to assess the strengths and weaknesses of an argument or idea. As noted by Huitt and Hummel (2003), evaluating is essential for developing an understanding of the larger implications of a concept or idea.
The sixth and final level is Creating, which involves the ability to generate new and original ideas. This level requires students to use creativity and critical thinking to develop solutions to complex problems. According to Anderson and Krathwohl (2001), creating is essential for developing higher-order thinking skills.
In conclusion, the new version of Bloom's Taxonomy provides a useful framework for understanding the cognitive skills that students must master to achieve effective learning. The taxonomy includes six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Each level builds upon the previous one, with the highest level requiring the most advanced thinking skills. By understanding the taxonomy, educators can design effective learning experiences that promote critical thinking, problem-solving, and decision-making.
References:
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Huitt, W., & Hummel, J. (2003). Bloom's taxonomy of educational objectives. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cognition/bloom.html
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory Into Practice, 41(4), 212-218. doi: 10.1207/s15430421tip4104_2
โปรแกรมวิชาภาษาอังกฤษ คณะครุศาสตร์ มหาวิทยาลัยราชภัฏกำแพงเพชร. (2566). Bloom’s Taxonomy of Learning. สืบค้น 24 พฤศจิกายน 2567, จาก https://edu.kpru.ac.th/english/?lang=TH&page_id=350
