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The cognitive process dimension represents a continuum of increasing cognitive complexity—from remember to create. Anderson and Krathwohl identify 19 specific cognitive processes that further clarify the bounds of the six categories (Table 1).
Table 1. The cognitive processes dimension — categories, cognitive processes (and alternative names) |
|||||
|---|---|---|---|---|---|
| remember | understand | apply | analyze | evaluate | create |
recognizing (identifying) recalling (retrieving) |
interpreting (clarifying, paraphrasing, representing, translating) exemplifying (illustrating, instantiating)
classifying (categorizing, subsuming)
summarizing (abstracting, subsuming)
inferring (concluding, extrapolating, interpolating, predicting)
comparing (contrasting, mapping, matching) explaining (constructing models) |
executing (carrying out) implementing (using) |
differentiating (discriminating, distinguishing, focusing, selecting)
organizing (finding coherence, integrating, outlining, parsing, structuring) attributing (deconstructing) |
checking (coordinating, detecting, monitoring, testing) critiquing (judging) |
generating (hypothesizing)
planning (designing) producing (construct) |
(Table 1 adapted from Anderson and Krathwohl, 2001, pp. 67–68.)
The knowledge dimension represents a range from concrete (factual) to abstract (metacognitive) (Table 2). Representation of the knowledge dimension as a number of discrete steps can be a bit misleading. For example, all procedual knowledge may not be more abstract than all conceptual knowledge. And metacognitive knowledge is a special case. In this model, "metacognitive knowledge is knowledge of [one's own] cognition and about oneself in relation to various subject matters . . . " (Anderson and Krathwohl, 2001, p. 44).
Table 2. The knowledge dimension — major types and subtypes |
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|---|---|---|---|
| factual | conceptual | procedural | metacognitive |
knowledge of terminology knowledge of specific details and elements |
knowledge of classifications and categories knowledge of principles and generalizations knowledge of theories, models, and structures |
knowledge of subject-specific skills and algorithms knowledge of subject-specific techniques and methods knowledge of criteria for determining when to use appropriate procedures |
strategic knowledge knowledge about cognitive tasks, including appropriate contextual and conditional knowledge self-knowledge |
(Table 2 adapted from Anderson and Krathwohl, 2001, p. 46.).
Bloom's Digital Taxonomy by Andrew Churches – a thorough orientation to the revised taxonomy; practical recommendations for a wide variety of ways mapping the taxonomy to the uses of current online technologies; and associated rubrics
*Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.