Understanding Anderson and Krathwohl's Revised Taxonomy

The question asks about the correct order of classification of cognitive processes according to the revision of Bloom's Taxonomy by Anderson and Krathwohl (2001). This revised taxonomy updated the original hierarchy of cognitive skills, changing some terms and the order of the top two levels.

The original Bloom's Taxonomy (1956) listed the cognitive domains in this order:

1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

Anderson and Krathwohl's revision made several changes. The names of the levels were changed from nouns to verbs, emphasizing the active nature of learning. The top two levels, Synthesis and Evaluation, were swapped, and Synthesis was renamed Creating.

The revised taxonomy includes the following cognitive processes, from lowest order to highest order:

• Remembering
• Understanding
• Applying
• Analyzing
• Evaluating
• Creating

Now let's look at the cognitive processes listed in the question and their corresponding letters:

• (A) Remembering
• (B) Understanding
• (C) Analyzing
• (D) Application
• (E) Evaluation

We need to arrange these specific processes according to the correct order in Anderson and Krathwohl's revised taxonomy. Comparing the list from the question with the revised taxonomy order:

1. Remembering (Matches A)
2. Understanding (Matches B)
3. Applying (Matches D - Note: "Application" is the noun form, "Applying" is the verb form in the revised taxonomy, but it refers to the same level)
4. Analyzing (Matches C)
5. Evaluating (Matches E)
6. Creating (Not included in the list)

Therefore, the correct order for the cognitive processes listed in the question, according to Anderson and Krathwohl's classification, is Remembering, Understanding, Application (Applying), Analyzing, and Evaluation. Mapping this back to the letters provided:

• (A) Remembering
• (B) Understanding
• (D) Application
• (C) Analyzing
• (E) Evaluation

This gives us the sequence (A), (B), (D), (C), (E).

Explanation of Each Cognitive Process Level

Let's briefly describe what each of these levels involves in the revised taxonomy:

• Remembering (A): Retrieving relevant knowledge from long-term memory. This involves recognizing or recalling information.
• Understanding (B): Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
• Applying (D): Carrying out or using a procedure in a given situation; involves executing or implementing. This is about using learned material in new situations.
• Analyzing (C): Breaking material or concepts into constituent parts so that organizational structure may be understood. This includes differentiating, organizing, and attributing.
• Evaluating (E): Making judgments based on criteria and standards through checking and critiquing. This is about judging the value of information or ideas.

The level "Creating" is the highest level in the revised taxonomy, involving putting elements together to form a novel, coherent whole or making an original product. It was not listed among the options provided.

Summary Table: Original vs. Revised Cognitive Domain

As seen in the table, the order of the levels listed in the question, based on the revised taxonomy, is Remembering > Understanding > Applying > Analyzing > Evaluating.

Revision Table: Key Concepts

Additional Information: Application in Education

Anderson and Krathwohl's revised taxonomy is widely used in education for various purposes:

• Learning Objectives: Helps educators write clear and measurable learning objectives by linking them to specific cognitive processes.
• Assessment Design: Guides the creation of assessments (tests, assignments) that target different levels of thinking, ensuring a comprehensive evaluation of student understanding.
• Curriculum Development: Assists in structuring curriculum content and activities to encourage the development of higher-order thinking skills progressively.
• Instructional Strategies: Informs teaching methods by suggesting activities that promote specific cognitive skills, from basic recall to complex creation.

Understanding these levels helps teachers design lessons that challenge students to think critically and deeply about the subject matter.