Benjamin Bloom created a taxonomy of cognitive processes and knowledge dimensions in 1956. The taxonomy outlines six levels of cognitive processes - remembering, understanding, applying, analyzing, evaluating, and creating. It also describes four dimensions of knowledge - factual, conceptual, procedural, and metacognitive. Bloom's taxonomy set the framework for categorizing educational goals and objectives according to their cognitive complexity and has influenced the development of educational objectives and assessments. It was later revised in 2001 to better reflect 21st century work.

1. Benjamin Bloom Taxonomy of Cognitive Processes Sets-Up The Theory of Multiple Intelligences

2. Benjamin Bloom Created a learning taxonomy in 1956 Taxonomy ( taxis :list/ nomos :law) A list is more properly referred to as a Vocabulary. However, Bloom used this term because a taxon is interconnected. Meaning that the cognitive process and dimensions of knowledge listed are connected

3. Two Parts Cognitive process: Refers to information processing and the development of concepts. Dimension of knowledge: The process of representation.

4. Cognitive Process Making decisions and recommendations. Evaluation/Creating Creating and inventing new ideas from known information. Synthesis/Evaluating Investigating and comparing information. Analysis/Analyzing Applying known facts to a new situation. Application/Applying Demonstrating an understanding of information. Comprehension/Understanding Recalling factual information. Knowledge/Remembering

5. Dimensions of Knowledge x Information “95% of the test questions students encounter requires them to think only at the lowest possible level…the recall of information.” [Bloom 1956]

6. Dimensions of Knowledge x Information Y Understanding Instructors are encouraged to build into their lessons understanding to promote a greater mastery of the objective.

7. Dimensions of Knowledge M Application x Information Y Understanding Use of the information is measured at the x/y intercept

8. Dimensions of Knowledge x Information X 2 To list Mnemonics as indexes (rote memory)

9. Dimensions of Knowledge Y Understanding Y 2 To explain Increase ability of students’ to state an opinion, predict an outcome, and compare, summarizing cause & effect.

10. Dimensions of Knowledge M Application Good: Reconstruct Better: Re-contextualize

11. Dimensions of Knowledge M Application level 3 x Information level 1 Y Understanding level 2 X 2 To list Y 2 To explain Level 4 Range of Analysis Synthesis Creation

12. Dimensions of Knowledge M Application x Information Y Understanding

13. Knowledge Remember information (Factual) Understand explain (Conceptual) Apply do (Procedural) Synthesize + Analyze = Create (Meta-cognition) Revised Dimensions of Knowledge (Anderson and Krathwohl 2001)

14. Cognitive Process Dimensions of knowledge 6 levels/parts Cognitive, psychomotor, Affective domains are equally important Bloom

15. Dimensions of Knowledge Z Application x Information Y Understanding X 2 To list Y 2 To explain Range of Analysis Synthesis Creation

16. References Bloom, B. (1956)Taxonomy of Educational Objectives: The Classification of Educational Goals; Hand Book 1 : cognitive domain. New York. David Mackay. Anderson, L.W., and Krathwohl (eds). (2001) A Taxonomy of Learning, Teaching, and Accessing: A revision of Bloom’s Taxonomy of Education Objectives. New York. Longman.