Bloom’s Revised Taxonomy changed the original 1956 framework by updating the level names to verbs, reordering the top levels, and adding a second dimension for types of knowledge. The revision clarifies what students do cognitively and how those actions interact with factual, conceptual, procedural, and metacognitive knowledge.
| Original (1956) | Revised (2001) |
|---|---|
| Knowledge | Remember |
| Comprehension | Understand |
| Application | Apply |
| Analysis | Analyze |
| Synthesis | Create |
| Evaluation | Evaluate |
The revision introduced the Taxonomy Table: a grid that crosses six cognitive processes with four knowledge types. This helps teachers specify outcomes and assessments more precisely, for example, Analyze x using conceptual knowledge or Apply y using procedural knowledge.
From 1995 to 2000, a team led by Lorin Anderson and David Krathwohl updated Bloom’s Taxonomy to reflect contemporary cognitive science and classroom assessment practice. The goal was to honor the original while making it more actionable for planning, instruction, and evaluation.
Reference: David R. Krathwohl (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212–218.
By Kristin Marting. On 23 March 2026, TORCHES continues with a conversation with creators Trey…
What do you get when you combine elite, world-class stickhandling, a lethal wrist shot, size,…
Meta Platforms will shut down its Horizon Worlds metaverse for virtual reality users in June,…
The layers of his workDespite some critiques of the way his work is licensed, Haring's…
Summer House Make Ups and Make Outs Season 10 Episode 6 Editor’s Rating 3 stars…
If an invitation says black tie optional and you’re unsure what that means for your…