Theoretical Framework

A Taxonomy for Learning, Teaching and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives by Lorin W. Anderson, David R. Rathwohl et al.
Crucially, the theory posits four dimensions of knowledge exist: Factual, Conceptual, Procedural, and Meta-Cognitive. Each dimension is further divided into 19 mutually exclusive cognitive processes associated with higher and lower order thinking skills. For this thesis, we’re focusing on the Factual dimension, predominately the cognitive processes of Remembering, Understanding, and Applying.

Factual Knowledge: knowledge that is basic to specific disciplines. This dimension refers to essential facts, terminology, details or elements students must know or be familiar with in order to understand a discipline or solve a problem in it.

Conceptual Knowledge: knowledge of classifications, principles, generalizations, theories, models, or structures pertinent to a particular disciplinary area.

Procedural Knowledge: refers to information or knowledge that helps students to do something specific to a discipline, subject, or area of study. It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques, and particular methodologies.

Metacognitive Knowledge: the awareness of one’s own cognition and particular cognitive processes. It is strategic or reflective knowledge about how to go about solving problems, cognitive tasks, to include contextual and conditional knowledge and knowledge of self.

Instantiation of The Framework - CCTDI

California Critical Thinking Disposition Inventory

Created by Peter Facione et al. The California Critical Thinking Disposition Inventory was one of the first accredited discipline neutral critical thinking measurement tools. This work was crucial in the development of the experiment screener, pre-test and post-test assessments. Through analysis of Facione's 1995, "The disposition towards critical thinking" in The Journal of General Education, v.44 it was possible to accurately weight the corresponding dispositions to intended behaviors identified by David R. Krathwohl's "A Revision of Bloom’s Taxonomy: An Overview."