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

By L. Anderson, D. Krathwohl, B. Bloom. 2000

14,788 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/23eb5e20e7985fca5625548d2ee6d781a2861d41

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Citations in the corpus

Train-the-Trainers: Implementing Outcomes-based Teaching and Learning in Malaysian Higher Education (2011, methodology): “Anderson and Krathwohl (2001).”
HIGHER ORDER THINKING SKILLS ASSESSMENT (HOTS) (2017, background): “The main difference between the original and Taxonomy Bloom's Taxonomy Bloom's revised by Anderson & Krathwohl (2001) is the revised Bloom's Taxonomy by Anderson & Krathwohl (2001) consists of two dimensions of the dimension of knowledge and cognitive processes.”
A Personalization Effect in Multimedia Learning: Students Learn Better When Words Are in Conversational Style Rather Than Formal Style. (2004, background): “We are most interested in measures of transfer because transfer is generally recommended as a better measure of learner understanding than retention (Anderson et al., 2001).”
Mapping learning and game mechanics for serious games analysis (2015, methodology): “Based on Bloom’s theory (Bloom, 1956), a simplified framework/ classification (Figure 3) organised in line with the digital taxonomy of Anderson, Krathwohl, and Bloom (2001) can be used to link commonly found game mechanics to learning mechanism.”
The relation between content-specific and general teacher knowledge and skills (2016, methodology): “On the basis of Anderson and Krathwohl's (2001) framework of cognitive processes, TEDS-M items assessed knowing and remembering MCK and MPCK as well as understanding and applying MCK and MPCK (D€ ohrmann, Kaiser, & Bl€ omeke, 2012). Higher-order cognitive processes such as creating and generating MC”
The Impact of Faculty Teaching Practices on the Development of Students' Critical Thinking Skills (2012, background): “, assignments higher on Bloom’s Taxonomy of the Cognitive Domain [Anderson, 2001; Bloom, Englehart, Furst, Hill, & Krathwohl, 1956]) are effective for enhancing critical thinking.”
The Undergraduate Psychology Major: An Examination of Structure and Sequence (2010, background): “In other words, to help students fully develop critical thinking skills and the higher level knowledge and cognitive processes suggested by Bloom’s Taxonomy (Anderson et al., 2001), the curriculum should be thoughtfully constructed and sequenced.”
A Guide to Authentic e-Learning (2009, methodology): “vii Figure 18: Example use of continuum for authentic and academic task 79 Figure 19: Revised taxonomy of the cognitive domain (Anderson & Krathwohl, 2001 93 Figure 20: Taxonomy of the affective domain (Krathwohl et al., 1964) 94 Figure 21: Taxonomy of the psychomotor domain (Harrow, 1972) 94…”
Rethinking graduate employability: the role of capital, individual attributes and context (2018, background): “Each of these elements is associated with the development of higher level thinking skills in line with educational models such as Bloom’s taxonomy (Anderson, Krathwohl, and Bloom 2001) or Perry’s (1999) model of intellectual development.”
Integrating the Revised Bloom's Taxonomy with Multiple Intelligences: A Planning Tool for Curriculum Differentiation (2004, background): “The revised levels from simple to complex thinking are Remember, Understand, Apply, Analyse, Evaluate, and Create (Anderson, 1999; Anderson & Krathwohl, 2001 ).”
Raising the bar: Encouraging high level thinking in online discussion forums (2004, background): “Anderson and Krathwohl's (2001) revision of this work simplifies this taxonomy, making it easier to interpret.”