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

4.2 out of 5 stars 22 customer reviews
ISBN-13: 978-0801319037
ISBN-10: 080131903X
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  • A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition
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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 0.7 x 8.9 inches
  • Shipping Weight: 1.2 pounds (View shipping rates and policies)
  • Average Customer Review: 4.2 out of 5 stars  See all reviews (22 customer reviews)
  • Amazon Best Sellers Rank: #48,770 in Books (See Top 100 in Books)

Customer Reviews

Top Customer Reviews

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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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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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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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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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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I am disappointed with this book. It is overly jargony, very repetitive to the point you always know what is coming next, and tedious to read. A family member of mine used to be a famous book editor in a large city. She once told me that many university professors were not very good writers, because they could not write clearly and simply without jargon. This book has the same problem. I wish now that I had purchased the original, unrevised Bloom's Taxonomy. The little I have read of Bloom's original leads me to believe it is better written.
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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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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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