active member of AERA, he served on the Division of Measurement and Research Methodology, as well as the Professors of Educational Research and Mixed Methods Research SIGs. Bloom's Taxonomy David Krathwohl gave many contributions to Bloom's Taxonomy. This set a framework for classifying students to learn as a result of instruction. Krathwohl described this as a “means of facilitating the exchange of test items among faculty at various universities in order to create banks of items, each measuring the same educational objective." Krathwohl and Bloom worked closely together while they were at University of Chicago, where Krathwohl completed both his masters and his doctorate degrees. This is where Bloom came up with the idea of the educational taxonomy, and Krathwohl assisted on many accounts. Although Bloom's original taxonomy consisted of six categories, when Krathwohl revised it, it consisted of four, more precise categories. These categories were known as knowledge dimension parts, and these included: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. Each of those categories were broke down into smaller, more complex parts than the original taxonomy. Then, he broke the cognitive processes part into six different categories: remember, understand, analyze, apply, evaluate, and create. Revision of Bloom's Taxonomy While revising the taxonomy in 2001, Krathwohl helped to reorganize and highlight the interactions between two dimensions: cognitive processes and knowledge content. While reorganizing the taxonomy, the emphasized a refocus on educational outcomes back to the original handbook, which was ahead of its time and can still offer assistance to modern educators who will want to refer to it. It also helped to give new findings in psychology and education into different framework. The other ideal thing that they focus on is that the cognitive processes are represented as verbs, while the knowledge content is presented as nouns. He also renamed the exchanging levels of Evaluation and Synthesis to creation. References Further reading Anderson, L. W., & Krathwohl, D. R. (eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman. Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green. Krathwohl, D. R. Methods of Educational & Social Science Research: An Integrated Approach. 1st Ed. 1993, 2nd Ed. 1998, New York: Longman, also Long Grove, IL: Waveland Press; 3rd