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Taxonomy for Learning, Teaching, and Assessing, A: A Revision of Bloom's Taxonomy of Educational Objectives, Complete Edition, 1st edition

Published by Pearson (December 19, 2000) © 2001

  • Lorin W. Anderson University of South Carolina
  • David R. Krathwohl Syracuse University
  • Peter W. Airasian Boston College
  • Kathleen A. Cruikshank Indiana University
  • Richard E. Mayer University of California, Santa Barbara
  • Paul R. Pintrich Late of University of Michigan
  • James Raths University of Delaware
  • Merlin C. Wittrock UCLA
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  • Contains vignettes written by and for teachers that include a cross section of grade levels and subjects and that are annotated and analyzed to illustrate how to use this unique framework (6 vignettes-Ch. 7-13).
  • Provides teachers with a tool to help them make sense of goals, curriculum standards and objectives and to organize them so they are clearly understood and fairly easy to implement (Ch. 3).
  • Facilitates communication across subject matters and grade levels.
  • Describes four types of knowledge along the knowledge dimension (Ch. 4) and 6 categories that include 19 cognitive processes along the cognitive process dimension (Ch. 5).
  • Provides definitions, examples, and verbal descriptions, sample objectives/standards, sample assessment tasks/test items, sample instructional activities for the above - integrated throughout (Sections II and III).
  • Contains three additional chapters and an appendix unique to the complete edition. The first of these chapters covers a number of alternative frameworks that have appeared since the publication of the original book (Ch. 15).
  • Summarizes and reviews the empirical data that bears on the assumed cumulative hierarchy of the original Taxonomy and discusses the implication of these data in the second of these chapters (Ch. 16). The data that are summarized in Chapter 16's meta-analysis are shown in Appendix C.
  • Presents and analyzes some problems that remain to be solved in the third of them (Ch. 17).
  • Seeks to extend the approach of the original; use common language, be consistent with current psychological and educational trends, and provide realistic examples of the uses of the framework.


List of Tables and Figures.


Preface.


Foreword.

SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING.

 1. Introduction.

 2. The Structure, Specificity, and Problems of Objectives.

SECTION II: THE REVISED TAXONOMY STRUCTURE.

 3. The Taxonomy Table.

 4. The Knowledge Dimension.

 5. The Cognitive Process Dimension.

SECTION III: THE TAXONOMY IN USE.

 6. Using the Taxonomy Table.

 7. Introduction to the Vignettes.

 8. Nutrition Vignette.

 9. Macbeth Vignette.

10. Addition Facts Vignette.

11. Parliamentary Acts Vignette.

12. Volcanoes? Here? Vignette.

13. Report Writing Vignette.

14. Addressing Long-standing Problems in Classroom Instruction.

SECTION IV: THE TAXONOMY IN PERSPECTIVE.

15. The Taxonomy in Relation to Alternative Frameworks.

16. Empirical Studies of the Structure of the Taxonomy.

17. Unsolved Problems.

APPENDICES.

Appendix A: Summary of the Changes from the Original Framework.

Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain..

Appendix C: Data Used in the Meta-Analysis in Chapter 16.

References.

Credits.

Index.

Dr. Lorin W. Anderson is a Carolina Distinguished Professor at the University of South Carolina where he has served on the faculty since 1973. He has written extensively in the areas of classroom instruction and school learning, educational programs for economically disadvantaged children and youth, and testing and assessment. In addition to this title, he has authored Bloom's Taxonomy: A Forty-Year Retrospective (1994), A Handbook for Teacher Leadership (1995), and the International Encyclopeida of Teaching and Teacher Education, Second Edition (1995)

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