[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-194843-105":53,"doc-detail-194843-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","blooms-taxonomy-1956-vs-2001","Bloom's Taxonomy 1956 vs 2001","","This document presents a comparative analysis of Bloom's Taxonomy, highlighting the evolution from its original 1956 version to the revised 2001 version. The 1956 taxonomy outlines six hierarchical levels of cognitive learning: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. In contrast, the 2001 revision, developed by Anderson and Krathwohl, renames and reorders these levels, emphasizing the active use of verbs to describe learning processes. The revised taxonomy includes Remember, Understand, Apply, Analyze, Evaluate, and Create, with 'Create' positioned as the highest level of cognitive learning. The visual representation clearly illustrates these changes in a pyramid format for both versions, underscoring the shift from static knowledge recall to dynamic knowledge creation. This framework is crucial for educators in designing curricula, assessments, and instructional strategies to foster higher-order thinking skills. The document implicitly suggests the importance of moving beyond rote memorization to complex problem-solving and innovative thinking in educational practices, reflecting contemporary pedagogical understanding.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/blooms-taxonomy-1956-vs-2001/194843/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/blooms-taxonomy-1956-vs-2001/194843.png","ImageObject",442,249,{"name":88,"@type":89},"Clementine","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-09-29","2026-09-03",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What are the six levels of Bloom's Taxonomy in its original 1956 version?","Question",{"text":108,"@type":109},"The original 1956 version of Bloom's Taxonomy includes the following six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the 2001 revised version of Bloom's Taxonomy differ from the 1956 version?",{"text":113,"@type":109},"The 2001 revised taxonomy, developed by Anderson and Krathwohl, renames the levels and shifts the emphasis. It includes Remember, Understand, Apply, Analyze, Evaluate, and Create, with 'Create' being the highest level.",{"name":115,"@type":106,"acceptedAnswer":116},"What is the most significant change in Bloom's Taxonomy from 1956 to 2001?",{"text":117,"@type":109},"The most significant change is the elevation of 'Create' to the highest level of cognitive ability in the 2001 version and the use of verb-based descriptions for each level, focusing on active learning processes.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},194843,1788443289,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":79,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":40,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":125,"read_time":139},1374391974564,"https://ap-avatar.wpscdn.com/avatar/14000253aa45c000a9e?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779874745381141002","| Group | Frequency | Percent |\n| --- | --- | --- |\n\n\n| Test–retest | Multiple-choice | Matching | True/False | Overall |\n| --- | --- | --- | --- | --- |\n| Reliability Coefficient | 0.91 | 0.85 | 0.90 | 0.96 |\n\n\n| Time | Variable | Control |  | Experimental |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  | Mean | Std. Deviation | Mean | Std. deviation |\n| Pretest | Reading Comprehension | 10.00 | 1.38 | 10.15 | 1.31 |\n|  | Critical Thinking | 60.50 | 6.13 | 58.25 | 6.69 |\n|  | Classroom Climate | 31.38 | 2.39 | 30.50 | 3.41 |\n| Posttest | Reading Comprehension | 12.85 | 1.18 | 17.25 | 1.65 |\n|  | Critical Thinking | 67.00 | 5.87 | 118.75 | 7.67 |\n|  | Classroom Climate | 31.42 | 2.34 | 53.71 | 3.04 |\n\n\n| Group | Variable | Time | Kolmogorov– Smirnov Z | n | p-value |\n| --- | --- | --- | --- | --- | --- |\n| Control | Critical Thinking | Pretest | 0.599 | 20 | 0.9 |\n| Experimental | Classroom Climate | Posttest | 0.45 | 20 | 0.99 |\n|  |  | Pretest | 0.13 | 20 | 0.2 |\n|  |  | Posttest | 0.14 | 20 | 0.2 |\n|  | Reading Comprehension | Pretest | 0.89 | 20 | 0.4 |\n|  |  | Posttest | 0.897 | 20 | 0.4 |\n|  | Critical Thinking | Pretest | 0.56 | 20 | 0.9 |\n|  |  | Posttest | 0.46 | 20 | 0.98 |\n|  | Classroom Climate | Pretest | 0.15 | 20 | 0.17 |\n|  |  | Posttest | 0.12 | 20 | 0.2 |\n|  | Reading Comprehension | Pretest | 0.88 | 20 | 0.4 |\n|  |  | Posttest | 0.849 | 20 | 0.5 |\n\n\n| F | df1 | df2 | p-value |\n| --- | --- | --- | --- |\n| 1.03 | 1 | 38 | 0.020 |\n\n\n| Source | Sum of Squares | df | Mean square | F | p-value |\n| --- | --- | --- | --- | --- | --- |\n| Group | 2002.84 | 1 | 2002.84 | 72.35 | 0.2 |\n| Pretest | 30.55 | 1 | 30.55 | 1.1 | 0.3 |\n| Pretest ×Group | 765.48 | 1 | 765.48 | 27.65 | 0.000 |\n| Error | 996.55 | 36 | 27.68 | – | – |\n\n\n| Group | N | Mean | St. deviation | T-Test | df | p-value |\n| --- | --- | --- | --- | --- | --- | --- |\n| Control\u003Cbr>Experimental | 20\u003Cbr>20 | 6.5\u003Cbr>61.5 | 2.95\u003Cbr>12.4 | −19.29 | 21.14 | 0.000 |","cbCaie81Ego1IRfs","https://ap.wps.com/l/cbCaie81Ego1IRfs","pdf",1016715,"English","# Bloom's Taxonomy (1956)\n# Bloom's Taxonomy (2001)","[{\"question\":\"What are the six levels of Bloom's Taxonomy in its original 1956 version?\",\"answer\":\"The original 1956 version of Bloom's Taxonomy includes the following six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.\"},{\"question\":\"How does the 2001 revised version of Bloom's Taxonomy differ from the 1956 version?\",\"answer\":\"The 2001 revised taxonomy, developed by Anderson and Krathwohl, renames the levels and shifts the emphasis. It includes Remember, Understand, Apply, Analyze, Evaluate, and Create, with 'Create' being the highest level.\"},{\"question\":\"What is the most significant change in Bloom's Taxonomy from 1956 to 2001?\",\"answer\":\"The most significant change is the elevation of 'Create' to the highest level of cognitive ability in the 2001 version and the use of verb-based descriptions for each level, focusing on active learning processes.\"}]","Bloom's Taxonomy 1956 vs 2001 | PDF",6]