What Next after Bloom’s Legacy: From Bloom to Brilliance the Transformation of Educational Taxonomies in Shaping Effective Learning Outcomes
Author : Kinjal Chakraborty
Abstract :
The evolution of educational taxonomies has played a crucial role in shaping modern instructional design and assessment. Bloom’s Taxonomy, introduced in 1956, laid the foundation for categorizing cognitive objectives, and its revision in 2001 further refined the framework to enhance clarity and measurability. However, the revised taxonomy did not adequately address metacognition, leading to the development of alternative models such as Marzano’s Taxonomy and the OECD’s PISA initiative. Marzano’s taxonomy (2007) introduces higher-order cognitive processes, including metacognition and self-regulation, which address critical gaps in Bloom’s framework. PISA (2000), on the other hand, emphasizes the real-world application of knowledge, assessing problem-solving abilities rather than mere academic content. This paper explores these post-Bloom taxonomies, highlighting their contributions to the field of educational theory and their relevance in contemporary instructional design. By emphasizing metacognition, problem-solving, and self-regulated learning, these frameworks offer a more comprehensive understanding of educational outcomes, moving beyond traditional measures of academic success.
Keywords :
Exploring post-bloom taxonomies, Marzano’s framework, Pisa, and the evolving landscape of educational assessment.
