Anderson's Revised Taxonomy of Educational Objectives, aims to reflect a more accurate and updated understanding of cognitive processes involved in learning and education.
Anderson's Revised Taxonomy consists of six levels, which are organized in a hierarchical manner, with each level building upon the previous ones. The levels are:
1. Remembering: This level involves recalling factual information or basic concepts. It includes tasks such as recalling definitions, facts, or simple processes. The focus is on memorization and recognition.
2. Understanding: In this level, learners demonstrate comprehension of information by explaining ideas or concepts in their own words. They can interpret data, summarize, and compare different pieces of information.
3. Applying: At this level, learners use their understanding to solve problems and apply acquired knowledge in new situations. This involves using information in practical ways and executing procedures.
4. Analyzing: Analyzing involves breaking down information into parts, understanding relationships, and identifying patterns. Learners at this level can differentiate between components, detect biases, and assess the validity of arguments.
5. Evaluating: At this level, learners make judgments based on criteria and standards. They can assess the quality, credibility, or value of information, arguments, or methods.
6. Creating: The highest level of the revised taxonomy involves generating new ideas, products, or solutions. Learners at this level can combine elements to form a coherent whole, develop novel hypotheses, or design innovative solutions.
It's important to note that Anderson's Revised Taxonomy emphasizes the dynamic nature of learning. It acknowledges that learners may engage with these levels in a non-linear way, as higher-order thinking often requires revisiting lower-level skills for support.
Educators can use this taxonomy to design learning objectives and assessments that promote deeper understanding and critical thinking skills. By aligning educational activities with the appropriate cognitive level, instructors can encourage students to engage in more complex cognitive processes, leading to more effective learning outcomes.
We appreciate you contacting us. Our support will get back in touch with you soon!
Have a great day!
Please note that your query will be processed only if we find it relevant. Rest all requests will be ignored. If you need help with the website, please login to your dashboard and connect to support