(A taxonomy is really just a word for a form of classification.) This taxonomy had permeated teaching and instructional planning for almost 50 years before it was revised in 2001.
And although these crucial revisions were published in 2001, surprisingly there are still educators who have never heard of Anderson and Krathwohl or their important work in relation to Bloom’s Cognitive Taxonomy.
Often this leads to a misconception that RPL assessment is merely a collection of documents that are submitted to an RPL adviser or assessor.
These parties will judge the documents and quickly make an assessment judgement, award the credits. There must be enough evidence to prove that the candidate meets all the outcomes and criteria The list is endless, It is important to remember that the evidence must be measured for validity, authenticity, reliability, currency and sufficiency.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
However, it is important to note that in a number of these discussions, some web authors have mislabeled the affective and psychomotor domains is extensions of Bloom’s work.
The aforementioned taxonomies deal with the varied aspects of human learning and were arranged hierarchically, proceeding from the simplest functions to those that are more complex.
Bloom’s Cognitive Taxonomy had been a staple in teacher training and professional preparation for almost 40 years before Anderson and Krathwohl instituted an updated version.
The best way to assess skills would be the use of observation as an assessment method.
The original cognitive domain was described and published in 1956.
While David Krathwohl was one of the original authors on this taxonomy the work was named after the senior or first author Benjamin Bloom.
Places of learning could include schools, colleges, universities and even other training providers.
In essence this means that a person may have gained knowledge and/or skills without attending formal classes.