Engineering and Technical Graphics Education; Using the Revised Bloom's Taxonomy

In 1948, a group of college and university examiners came together in Boston to develop a common framework for classifying student learning outcomes. From this meeting, came the creation of the most used assessment taxonomy in educational history "Bloom's Taxonomy". For decades, professionals at all levels have used Bloom's Taxonomy as a way to identify and cite student learning outcomes, assessment strategies, and instructional objectives (ANDERSON et al., 2001). Educators in graphics education are no exception to this inclination and use of the popular taxonomy as it has been cited in many papers throughout the discipline's history. This paper will discuss the newly revised Bloom's Taxonomy (recently updated and redirected by the few remaining members of the original taxonomy team). The authors will explain and compare the newly revised Bloom's Taxonomy to the initial version and demonstrate how the revised taxonomy can be used in engineering/technical graphics education to bridge student learning, assessment, and curriculum development. Also, a comparison of current research in the field of taxonomy development and what is currently being pursued in the field of graphics education will be discussed.