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Andersons Taxonomy - Final

Anderson's Taxonomy, also known as the Revised Bloom's Taxonomy, categorizes learning objectives into six hierarchical levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. This framework emphasizes observable behaviors and is used to align educational standards, promote higher-order thinking, and design assessments across various disciplines. The taxonomy supports educators in enhancing instructional design and fostering critical thinking skills in students.

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Marchrisfel Mae Arangcon
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34 views17 pages

Andersons Taxonomy - Final

Anderson's Taxonomy, also known as the Revised Bloom's Taxonomy, categorizes learning objectives into six hierarchical levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. This framework emphasizes observable behaviors and is used to align educational standards, promote higher-order thinking, and design assessments across various disciplines. The taxonomy supports educators in enhancing instructional design and fostering critical thinking skills in students.

Uploaded by

Marchrisfel Mae Arangcon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Anderson’

s
Taxonomy
Abaquita, Ricky
Adajar, Karl Jayfford
Gabato, Hannah
Payad, Margarette
TOPICS
01 02
Figure- The six levels
Introduction of the revised
Taxonomy

03
Table- Definitions of
04
Other
Anderson’s Revised
Taxonomy Information
Introductio
n
Anderson's Taxonomy, also known as the
Revised Bloom's Taxonomy, is a framework
used in education to categorize learning
objectives and cognitive skills. Developed by
Benjamin Bloom in 1956, the original
taxonomy consisted of six levels: Knowledge,
Comprehension, Application, Analysis,
Synthesis, and Evaluation. In 2001, Lorin
Anderson and a team of researchers revised
the taxonomy to better reflect the process of
learning and to update the language used in
the original version.
Anderson's taxonomy of cognitive
domain. In the 1990's, Anderson, Bloom's
former student, together with a team of
cognitive psychologists revisited Bloom's
taxonomy in the light of the 21st century
skills. This led to Anderson's taxonomy in
2001.
The Six Levels
of Anderson‘s
Taxonomy
CREATING

EVALUATING

ANALYZING

APPLYING

UNDERSTANDING

REMEMBERING
The revised taxonomy consists of six levels arranged in a
hierarchical order, with each level building upon the previous
one. Here's an overview of each level:

Remembering: This level involves recalling facts, terms,


and basic concepts. Learners demonstrate remembering by
identifying, listing, and describing information. Examples of
remembering tasks include memorizing vocabulary, recalling
dates, and defining key terms.
Understanding: Understanding goes beyond simply
memorizing information. Learners at this level demonstrate
comprehension by explaining ideas or concepts in their own
words, interpreting data, and summarizing information.
Understanding tasks may involve organizing, paraphrasing, or
translating information into different formats.
Applying: Applying involves using learned
information in new or familiar situations. Learners
demonstrate application by solving problems,
executing procedures, and implementing strategies.
Applying tasks require learners to transfer
knowledge and skills to real-world contexts.
Analyzing: Analyzing requires breaking down
information into parts and examining the
relationships between them. Learners at this level
analyze data, identify patterns, and differentiate
between components. Analyzing tasks involve
comparing, contrasting, and classifying
information.
Evaluating: Evaluating involves making judgments
based on criteria and standards. Learners at this
level assess the quality, relevance, and credibility of
information. Evaluating tasks require learners to
justify opinions, critique arguments, and prioritize
options.
Creating: Creating is the highest level of cognitive
skills, where learners generate new ideas,
products, or solutions. Learners at this level
demonstrate creativity by designing, inventing,
and producing original work. Creating tasks
involve planning, constructing, and revising
projects or concepts.
Table-
Definitions &
Verbs
DEFINITION VERBS

Remembering: Can the student


Define, Duplicate, list, memorize,
recall or remember the recall, repeat, reproduce, state
information?

Classify, Discuss, Describe, Explain,


Understanding: Can the student
Identify, Locate, recognize, report,
explain ideas or concepts? select, translate, paraphrase

Choose, demonstrate, dramatize,


Applying: Can the student use
employ, illustrate, interpret, operate,
the information in a new way? schedule, sketch, solve, use, write
DEFINITION VERBS

Analyzing: Can the student Appraise, compare, contrast, criticize,


differentiate, discriminate,
distinguish between the different distinguish, examine, experiment,
parts? question, test

Evaluating: Can the student Appraise, argue, defend, judge, select,


justify a stand or decision? support, value, evaluate

Creating: Can the student create Assemble, construct, create, design,


new product or point of view? develop, formulate, write
Other
Information
about
Anderson’s
Taxonomy
Revisions: Anderson's Taxonomy revised Bloom's
original taxonomy to better reflect the cognitive
processes involved in learning. The revised version
emphasizes action verbs that describe observable
behaviors, making it easier for educators to write
learning objectives and assess student progress.

Alignment with Standards: Anderson's Taxonomy


is often used to align learning objectives with
educational standards and curriculum frameworks.
By categorizing learning objectives into
hierarchical levels, educators can ensure that
instruction addresses a range of cognitive skills
and meets the requirements of educational
standards.
Application in Different Disciplines: Anderson's
Taxonomy is applicable across various disciplines
and subject areas. Whether in science,
mathematics, language arts, or social studies,
educators can use the taxonomy to scaffold
learning experiences and promote deeper
understanding and critical thinking skills.

Promotion of Higher-Order Thinking: One of the


primary goals of Anderson's Taxonomy is to
promote higher-order thinking skills, such as
analysis, evaluation, and creation. By moving
beyond simple recall and comprehension,
educators can challenge students to think
critically, solve problems, and apply knowledge in
meaningful ways.
Integration with Technology: Anderson's Taxonomy can be
integrated with technology-enhanced learning environments to
support interactive and engaging learning experiences.
Technology tools and resources can facilitate higher-order
cognitive tasks, such as collaborative problem-solving, data
analysis, and multimedia creation.

Assessment Design: Anderson's Taxonomy provides a framework for


designing assessments that measure student learning at
different cognitive levels. Educators can create assessment
items that align with specific taxonomy levels, allowing them to
evaluate students' mastery of content knowledge and cognitive
skills.

Professional Development: Educators can use Anderson's Taxonomy


to guide professional development initiatives focused on
instructional design, assessment, and curriculum development.
By understanding the taxonomy's principles, educators can
enhance their teaching practices and support student learning
effectively.
THANK
YOU
For Listening

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