A Taxonomy for Learning, Teaching, and Assessing

THE KNOWLEDGE DIMENSIONS

MAJOR TYPES AND SUBTYPES	EXAMPLES
A. FACTUAL KNOWLEDGE – The basic elements students must know to be acquainted with a discipline or solve problem in it
1. Knowledge of terminology	Technical vocabulary, music symbols
2. Knowledge of specific details and elements	Major natural resources, reliable sources of information
B. CONCEPTUAL KNOWLEDGE – The relationship among the basic elements within a larger structure that enable them to function together
1. Knowledge of classification and categories	Period of geological time, forms of business ownership
2. Knowledge of principles and generalizations	Pythagorean theorem, law of supply and demand
3. Knowledge of theories, models, and structures	Theory of evolution, structure of congress
C. PROCEDURE KNOWLEDGE – How to do something, methods of inquiry, and criteria for using skills, algoritm, techniques, and methods
1. Knowledge of subject-specific skills and algorithms	Skill used in painting with water color, whole number division algorithm
2. Knowledge of subject-specific techniques and methods	Interviewing techniques, scientific method
3. Knowledge of criteria for determining when to use appropriate procedures	Criteria used to determine when to apply a procedure involving Newton’s second law, criteria used to judge the feasibility of using a particular method to estimate business costs
D. METACOGNITIVE KNOWLEDGE – Knowledge of cognition on general as well as awareness and knowledge of one’s own cognition
1. Strategic knowledge	Knowledge of outlining as a mean of capturing the structure of a unit of subject matter in a text book, knowledge of the use of heuristics
2. Knowledge about cognitive task, including appropriate contextual and conditional knowledge	Knowledge of the types of test particular teachers administer, knowledge of the cognitive demand of the different tasks
3. Self knowledge	Knowledge that critiquing essays in a personal strength, whereas writing essays in a personal weakness; awareness of one’s own knowledge level

Relationship of global, educational, and instructional objectives

	LEVEL OF OBJECTIVE
	GLOBAL	EDUCATIONAL	INSTRUCTIONAL
SCOPE	Broad	Moderate	Narrow
TIME NEEDED TO LEARN	One or more years (often many)	Weeks or month	Hours or days
PURPOSE OR FUNCTION	Provide vision	Design curriculum	Prepare lesson plan
EXAMPLE OF USE	Plan a multiyear curriculum	Plan unit of instruction	Plan daily activities, experiences, and exercises

THE COGNITIVE PROCESS DIMENSION

CATEGORIES AND COGNITIVE PROCESSES	ALTERNATIVE NAMES	DEFINITION AND EXAMPLES
1. REMEMBER – Retrieve relavant knowledge from long-term memory
1.1. RECOGNIZING	Identifying	Locating knowledge in long-term memory that is consistent with presented material (e.g., Recognize the dates of important events in INA history)
1.2. RECALLING	Retrieving	Retrieving relevant knowledge from long-term memory (e.g., Recall the dates of important event in INA history)
2. UNDERSTAND – Construct meaning from instructional messages, including oral, written, and graphic communication
2.1. INTERPRETING	Clarifying Paraphrasing Representing Translating	Changing from one form of representation (e.g., numerical) to another (e.g., verbal) (e.g., paraphrase important speeches and documents)
2.2. EXEMPLIFYING	Illustrating Instantiating	Finding a specific example or illustration of a concept or principle (e.g., give example of various artistic painting style)
2.3. CLASSIFYING	Categorizing Subsuming	Determining that something belongs to a category (e.g., concept or principle) (e.g., classify observed or described cases of mental disorder)
2.4. SUMMARIZING	Abstracting Generalizing	Abstracting a general theme or major point(s) (e.g., write a short summary of the events portrayed on a videotape)
2.5. INFERRING	Concluding Extrapolating Interpolating Predicting	Drawing a logical conclusion from presented information (e.g., in learning a foreign language, intergramatical principles from examples)
2.6. COMPARING	Contrasting Mapping Matching	Detecting correspondences between two ideas, object, and the like (e.g., compare historical event to contemporary situations)
2.7. EXPLAINING	Constructing Models	Constructing a cause-and-effect models of a system (e.g., Explain the causes of important 18th century events in France)
3. APPLY – Carry out or use a procedure in a given situation
3.1. EXECUTING	Carrying out	Applying a procedure to a familiar task (e.g., divide one whole number by another whole number, both with multiple digits)
3.2. IMPLEMENTING	Using	Applying a procedure to unfamiliar task (e.g., use Newton’s second law in situation in which it is appropriate)
4. ANALYZE– Break material into its constituent part and determine how the parts relate to one another and to an overall structure or purpose
4.1. DIFFERENTIATING	Discriminating Distinguishing Focusing Selecting	Distinguishing relevant from irrelevant parts of important from unimportant parts of presented material (e.g., distinguish between relevant and irrelevant numbers in a mathematical word problem)
4.2. ORGANIZING	Finding Coherence Intergrating Outlining Parsing Structuring	Determining how elements fit or function within a structure (e.g., structure evidence in a historical description into evidence for and against a particular historical explanation)
4.3. ATTRIBUTING	Deconstruction	Determine a point of view, bias, values, or intent underlying presented material (e.g., determine the point of view of the author of an essay in terms of his or her political perspectives)
5. EVALUATE– Make judgment based on criteria and standards
5.1. CHECKING	Coordinating Detecting Monitoring Testing	Detecting inconsistencies or fallacies within a process or product, determining whether a process or product has internal consistency; detecting the effectiveness of a procedure as it is being implemented (e.g., determine if a scientist’s conclusions follow from observed data)
5.2. CRITIQUING	Judging	Detecting inconsistencies between a product and external criteria, determining whether product has external consistency; detecting the appropriateness of a procedure for a given problem (e.g., judge which of two methods is the best way to solve a given problem)
6. CREATE – Put elements together to form a coherent or functional whole reorganize elements into a new pattern or structure
6.1. GENERATING	Hypothesizing	Coming up with alternative hypotheses based on criteria (e.g., generate hypotheses to account for and observed phenomenon)
6.2. PLANNING	Designing	Devising a procedure for accomplishing some task (e.g., plan a research paper on a given historical topic)
6.3. PRODUCING	Constructing	Inventing a product (e.g., build habitats for a specific purpose)

taken from

Krathwohl, D. R. dan Anderson, L. W.2001. A Taxonomy for Learning, Teaching, and Assessing. New York: Addison Wesley Longman,Inc.