Question No 31: What prompted Lorin Anderson and David Krathwohl to revisit and revise Bloom's Cognitive Taxonomy?
Answer: Anderson and Krathwohl revisited Bloom's Cognitive Taxonomy in the mid-nineties to introduce changes that reflected a more active form of thinking and to enhance its accuracy.
Question No 32: What were the three most prominent changes made to Bloom's Cognitive Taxonomy in the revised version?
Answer: The three most prominent changes were:
1. Changing the category names from noun to verb forms.
2. Rearranging the categories.
3. Creating processes and levels of knowledge matrix.
Question No 33: Can you provide an example of a learning objective at the "Remembering" level in the revised taxonomy?
Answer: A learning objective at the "Remembering" level might involve recognizing or recalling knowledge from memory, such as listing historical facts or reciting definitions.
Question No 34: How does the revised taxonomy emphasize a more active form of thinking compared to the original version?
Answer: The revised taxonomy emphasizes active thinking by using action verbs in category names and focusing on processes like interpreting, inferring, comparing, and creating, which require more engagement and critical thinking.
Question No 35: In the revised taxonomy, why does "Evaluating" come before "Creating" in the hierarchy of cognitive functions?
Answer: "Evaluating" precedes "Creating" because it is often a necessary step in assessing and critiquing information before generating something new. It reflects the importance of critical analysis in the creative process.
Question No 36: How does the revised taxonomy impact the way educators design learning objectives and assessments?
Answer: The revised taxonomy encourages educators to create more engaging and active learning objectives that involve higher-order thinking skills, such as analysis, evaluation, and creation. It also influences the design of assessments to align with these cognitive processes, promoting deeper learning and understanding.
