A taxonomy for learning, teaching, and assessing : a revision of Bloom's

By Lorin W. Anderson. 2014

322 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c8ab845b1f0ce50732bbc224d341e7c36d894617

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Chiu-Lin Lai
2. Siang-Yi Wang
3. Gwo-Jen Hwang
4. Darío Luis Banegas
5. J. Harris
6. Ouyang Fan

Citations in the corpus

• CLIL Teacher Development: Challenges and Experiences (2012, methodology): “…were sequenced according to linguistic and cognitive demands so that they could be seen as instantiations of the CLIL Matrix (Coyle, Hood, and Marsh, 2010, p. 43), Mohan’s knowledge framework for activities (Mohan, 1986, pp. 25-46) and Bloom’s revised taxonomy (Anderson & Krathwohl, 2001).”
• Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies (2015, methodology): “The educational objective of seamless flipped learning can be addressed based on the Taxonomy of Educational Objectives proposed by Bloom (1994) and modified by Anderson and Krathwohl (2001).”