David R. Krathwohl’s research while affiliated with Syracuse University and other places

What is this page?


This page lists works of an author who doesn't have a ResearchGate profile or hasn't added the works to their profile yet. It is automatically generated from public (personal) data to further our legitimate goal of comprehensive and accurate scientific recordkeeping. If you are this author and want this page removed, please let us know.

Publications (7)


Merlin C. Wittrock and the Revision of Bloom's Taxonomy
  • Article

January 2010

·

679 Reads

·

148 Citations

DAVID R. KRATHWOHL

·

LORIN W. ANDERSON

Merl Wittrock, a cognitive psychologist who had proposed a generative model of learning, was an essential member of the group that over a period of 5 years revised the Taxonomy of Educational Objectives, originally published in 1956. This article describes the development of that 2001 revision (Anderson and Krathwohl, Editors) and Merl's contributions to that effort.







Citations (6)


... In contrast, in the HOTS problems for science, the content validity for the aspect of evaluation is the lowest, while create aspect reaches the highest value. This difference may be due to the difficulty in formulating analysis problems in mathematics that represent concepts, while in science, evaluation problems may only partially represent the expected complexity and depth of the material [7]. Our study suggests that creating requires deep understanding and synthesis of information in learning, so when problems are well formulated, their validity tends to be higher. ...

Reference:

Proving content validity of android-based higher order thinking skill assessment for science and mathematics preservice teacher
Merlin C. Wittrock and the Revision of Bloom's Taxonomy
  • Citing Article
  • January 2010

... . The classification pointed out the performance category of students' performance in MUA test. Based on Table 4, there are 88 of 158 students belongs to mediocre category, 37 belongs to high category, and 33 of them (< 21%) belongs to low category. This is quite good, because understanding is a high-level thinking element well above the retrieval (Anderson, et. al., 2001;Marzano & Kendall, 2007;Minarni, Napitupulu, & Husein, 2016). Taxonomy of educational objective stated that retrieval is a product of memorization, while understanding skills is a product of connection, representation also reasoning. Someone use reasoning to connect one piece of information to others. Furthermore, students' performance c ...

A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives Longman, New York 2001
  • Citing Book
  • January 2001

... The design of the activity, simplified Modal United Nations conference, is based on the revised Bloom's Taxonomy, which classifies thinking as containing six cognitive levels of complexity, i.e. remembering, understanding, applying, analyzing, evaluating and creating. Anderson & Krathwohl (2001) defined these terms as follows: " Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. ...

A Taxonomy for Learning Teaching and Assessing; A revision of Bloom''s Taxonomy of Educational Objec
  • Citing Article
  • January 2001

... Bloom's team put forward six-level "cognitive field" of Taxonomy of Educational Objectives, that is, memorizing, understanding, using, analyzing, integrating and assessing (Anderson, 2009). Students' level of cognition can be shown from the design of the teaching activities. ...

BOOK REVIEWS A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives
  • Citing Article
  • January 2001

... The book by Anderson and Krathwohl (2001) presents an improved version of Bloom's Taxonomy, which includes a framework for developing and assessing student competencies in a systematic and structured way. Anderson and Krathwohl propose changes in the way teachers plan and implement assessment, emphasizing the importance of clear learning objectives and assessment methods that are tailored to measure the achievement of these objectives (Anderson & Krathwohl, 2001). ...

A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives
  • Citing Book
  • January 2001

... As emphasized in the revised Bloom's Taxonomy (2001), these different levels of cognitive thinking skills are divided into two levels: lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS). To reflect the cognitive complexity of educational goals, skills are categorized from basic knowledge recall to the creation of new ideas or products (Anderson;Krathwohl, 2001). The development of HOTS includes applying, analyzing, evaluating, and creating; it involves understanding the content of the material; and the process of decomposing, integrating, or judging knowledge, that is, the reorganization of knowledge.The HOTS paradigm is advocated not only to improve academic outcomes but also to prepare students for the demands of modern citizenship in a complex, dynamic society. ...

A Taxonomy for Learning, Teaching, and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives
  • Citing Article
  • January 2000