Compare and Contrast: TAXONOMIES OF EDUCATIONAL …
Compare and Contrast: TAXONOMIES OF EDUCATIONAL OBJECTIVES
|Bloom’s |Revised Bloom’s | |New Taxonomy |
| | | |SELF-SYSTEM |
| | | |Motivation towards learning task |
| | | |METACOGNITIVE SYSTEM |
| | | |Goal-setting relative to learning task |
|Evaluation |Creating | | |
| | | |COGNITIVE SYSTEM |
|Synthesis |Evaluating | | |
|Analysis |Analyzing | |Utilization |
|Application |Applying | |Analysis |
|Comprehension |Understanding | |Comprehension |
|Knowledge |Remembering | |Retrieval |
Bloom’s Taxonomy
1956 Benjamin Bloom and others created categories of degrees of cognitive complexity for assessment items
Revised Taxonomy (WALL CHART, V. Effective Questioning Techniques and Planning document)
1990's Lorin Anderson (a former student of Bloom's) and others updated the taxonomy, changing categories from nouns to verbs and switching the top two categories
New Taxonomy
2007 Robert Marzano and John Kendall created a new taxonomy to address issues with Bloom’s:
Bloom’s ignores key thinking systems
Wang, Haertel, and Walberg (1993) meta-analysis of 22,000 studies on 30 instructional variables:
“…found that instructional strategies that focus on metacognitive and self-system processes were second in terms of their effect on student achievement (strategies that focus on classroom management had the greatest effect on student achievement).”
Marzano (1998) meta-analysis
“…the self-system exerts more influence over learning than does the metacognitive system, which, in turn, exerts more influence over learning than does the cognitive system.”
Bloom’s oversimplifies relationships between levels
• For example:
o Analysis can aid comprehension
o Evaluation can be
▪ a prelude to knowledge acquisition
▪ support for comprehension or application
▪ the skill needed for a new analysis or synthesis
• ALSO: the implications for Tiering—confusion!
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