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A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition Paperback – December 29, 2000

ISBN-13: 978-0801319037 ISBN-10: 080131903X Edition: 1st

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Product Details

  • Paperback: 336 pages
  • Publisher: Pearson; 1 edition (December 29, 2000)
  • Language: English
  • ISBN-10: 080131903X
  • ISBN-13: 978-0801319037
  • Product Dimensions: 7.4 x 0.6 x 9.1 inches
  • Shipping Weight: 1.2 pounds (View shipping rates and policies)
  • Average Customer Review: 4.5 out of 5 stars  See all reviews (17 customer reviews)
  • Amazon Best Sellers Rank: #108,384 in Books (See Top 100 in Books)

Editorial Reviews

From the Back Cover

This revision of Bloom's taxonomy is designed to help teachers understand and implement standards-based curriculums. Cognitive psychologists, curriculum specialists, teacher educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes. In combination, these two define what students are expected tolearn in school. Like no other text, it explores curriculums from three unique perspectives-cognitive psychologists (learning emphasis), curriculum specialists and teacher educators (C&I emphasis), and measurement and assessment experts (assessment emphasis). This "revisited" framework allows you to connect learning in all areas of curriculum. Educators, or others interested in Educational Psychology or Educational Methods for grades K-12.

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Customer Reviews

For the teacher of special needs or struggling learners, this is especially useful.
Andrew H. Lipps
Whereas Bloom described a taxonomy of the cognitive process, the new book introduces a 2nd dimension, and classifies the knowledge as such.
Juerg Roemer
An excellent book to use for professional development and a refresher for teaching and assessing academic rigor in the classroom!
Rebecca Lane

Most Helpful Customer Reviews

82 of 87 people found the following review helpful By Andrew H. Lipps on April 17, 2006
Format: Paperback
Until the 1950's the educational system within the United States had no consensus or continuity in its approach to learning. "Knowledge" by interpretation meant different things to different people and professional educators had no basis by which to tie together the cornucopia of theories. By definition, taxonomy is in its widest sense, the classification of any group of likened things to include principles and ideas. Benjamin Bloom designed a hierarchical taxonomy of cognitive skills for the educator who is designing curriculum and formatting educational standards and objectives. This cognitive domain is laid out in six areas now quite familiar to teachers: knowledge, comprehension, application, analysis, synthesis, and evaluation.

Knowledge is memorization, the ability of the student to recall information. The concept can be found in lesson plans that require the student to define, recall, or label. Examples of knowledge as a cognitive skill include learning the alphabet or memorizing important dates in history. Once the ability to gather information at the knowledge stage is mastered the student proceeds to comprehension. At this stage the student begins to see word clues such as "estimate", "explain", and "summarize". The student is not generating anything new but is putting learned knowledge into his / her own words. At the application stage the student learns to use the knowledge. Key words appear such as "apply", "compute", or "demonstrate". At the analysis stage the student begins to generalize information to new or different situations. The student has yet to create anything wholly new, however, the cognitive process has sequenced from basic recognition and memory skills to those tools needed for abstract thought and creation.
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23 of 23 people found the following review helpful By Michael Drummond on October 27, 2009
Format: Paperback Verified Purchase
As an educator, I was originally one of the countless victims of the Bloom verb-list mythology. I eventually read the original handbook and was empowered with the true model - an amazing work.

The revision makes the original work two-dimensional. There is now a knowledge dimension as well as a cognitive dimension. Configured into a table or grid pattern, it can be used to categorize learning objectives into one of 24 categories. For each category there are explanations and examples of not only objectives and testing strategies as in the original work, but also teaching stragegies as well.

Unlike the original, it is written for teachers instead of other academics. This is a powerful tool that can be used to both develop and evaluate curriculums. Be warned, however, that the paperback version is abridged, missing a few chapters. I recommend the hardbound edition.
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53 of 62 people found the following review helpful By KBF on March 2, 2002
Format: Paperback
In an era of state-mandated standards, this book is an essential tool for teachers. Anderson et. al. show how to cut through the jargon and get down to what your students really need to learn. Finally someone has created a book that connects theory and practice, expectations and reality! This book is definitely worth reading.
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16 of 17 people found the following review helpful By Juerg Roemer on May 7, 2007
Format: Paperback Verified Purchase
Anderson and Kratwohl (eds.) describe a taxonomy of learning and therefore teaching and assessing. Based on the original work of Bloom (1956) they develop further his ideas. Whereas Bloom described a taxonomy of the cognitive process, the new book introduces a 2nd dimension, and classifies the knowledge as such. The concepts are well described, in correct terms. Anyone teaching may easily follow the argumentation. It is shown why and how the two-dimensional taxonomy will be useful in planning, preparing and assessing curricula and lectures or "teaching events". Practical examples illustrate the well presented theory. The clear structure allows one to read the book as a whole as well as to pick out issues of special interest. It was useful for me as a Prof. at a University of Applied Sciences as a framework in order to better and quicker plan and organize a new curriculum. The book is recommended for both, new teachers at any level, as well as for experienced profs revising their lectures.
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5 of 5 people found the following review helpful By Molly on January 16, 2011
Format: Paperback Verified Purchase
Anyone who is interested in changing their thinking from instructional practices to learning practices MUST read this book. It provides you with a simplified chart to analyze student work and teacher assignments. Excellent book. Highly recommend it to all professionals in the field fo education.
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1 of 1 people found the following review helpful By Geoffery Chaucer on March 26, 2013
Format: Paperback
This is the bible for curriculum and instruction. Bloom's is the foundation upon which all else is built. Instructional leaders will find this to be the nexus from which all other curriculum efforts can be built upon.
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1 of 1 people found the following review helpful By SatisfiedAmazoner on October 10, 2013
Format: Paperback Verified Purchase
This is an interesting look at the various ways and theories of teaching. It's a bit hard to read as the material is quite dense.
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By Jaime R. Sandoval on January 11, 2014
Format: Paperback Verified Purchase
We preservice need to go by nothing but the best. This is a book that every preservice teacher should have as a handbook.
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