Curriculum Convergence

My research in this area is based upon what I consider the best taxonomy since the original Bloom's Taxonomy and one, in my opinion, that completely replaces it.  It is the Anderson-Krathwohl Taxonomy as presented in their book A Taxonomy for Learning, Teaching, and Assessing:  A Revision of Bloom's Taxonomy of Educational Objectives.

The model is more robust, more applicable, and, above all, more usable than Bloom's.  It is two-dimensional and better aligned with current research on learning theory.  It is also useful.  An instructor can plug objectives into the various cells in the model and then make sure that assessments of the objectives originate in the same cells, thus guaranteeing proper objective/assessment alignment.

Here is the basic model (from Anderson, Krathwohol, et. al.):

If each lesson had objectives that were plugged into the cells in this table, assessments could be created that were based on the same cells.  In that way, you would achieve what I would call instructional alignment.  My research focuses on curriculum and how curricular objectives also need to be aligned with these instructional objectives.  In a sense, three things need to align:  Curriculum, instruction, and assessment.

For additional revisions, consider Clark's Cognitive Taxonomy Circle and others.

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