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supporting the effective use of technology in instruction.
Bloom's Taxonomy Revised for the 21st Century
Bloom's Taxonomy has been a cornerstone of learning theoryl for decades, but criticism has implied that the model was out of date. These criticisms included concerns with setting applicability, contemporary language, and process conceptualization.
More recently, Anderson and Krathwohl (2001) have adapted Bloom's model to fit the needs of today's classroom by employing more outcome-oriented language, workable objectives, and changing nouns to active verbs, for example, "knowledge" has been converted to "remember" and the highest level of development is "create" rather than "evaluate."
Anderson, L.W., & Krathwohl, D.R. (Eds.) (2001).
A taxonomy of learning, teaching, and assessment:
A revision of Bloom's taxonomy of educational objectives. New York: Longman.