Arrange the following in Learning Progression : A. Use information in new…

Concept: Bloom’s revised taxonomy (Anderson and Krathwohl, 2001) arranges cognitive learning outcomes as a hierarchy of increasing complexity — Remember, Understand, Apply, Analyse, Evaluate, Create. Each level presupposes the ones beneath it: a learner must hold information before making meaning of it, must hold that meaning before transferring it to a new setting, and must be able to work with the material before assembling something original from it. A “learning progression” in this framework therefore means moving from the lowest-order cognitive process upward to the highest-order one.

Application: Each statement in the list is the standard descriptor of exactly one taxonomic level, so classify every statement first and then sort the labels by level number.

Sorting the five statements by level number gives the progression:

1. Recall of facts and information (D) — Remember. Retrieving previously learned material in the form it was stored.

2. Explain ideas or Concepts (B) — Understand. Constructing meaning from the material and restating it in one’s own words.

3. Use information in new situation (A) — Apply. Carrying a learned rule or procedure across to an unfamiliar context.

4. Draw connections (C) — Analyse. Breaking material into its parts and establishing how those parts relate to one another and to an overall structure.

5. Produce new work (E) — Create. Reorganising elements into a coherent original whole that did not exist before.

Cross-check: Two independent constraints fix the sequence without relying on the table. Remember is the entry level of the taxonomy, so the statement about recalling facts can only stand first; Create is the terminal level, so the statement about producing new work can only stand last. Between those anchors, Understand must precede Apply (meaning has to be built before it can be transferred) and Apply must precede Analyse (the material has to be usable before its parts can be related). Chaining those constraints gives D → B → A → C → E, i.e. the ordering D-B-A-C-E. Evaluate, the fifth level, simply has no descriptor in this list; its absence leaves the relative order of the five present statements unchanged.

Contrasting the other listed orderings against the same hierarchy:

• C-A-B-D-E opens at Analyse and puts Remember fourth, so the two lowest levels would follow the higher-order ones.

• E-C-D-B-A opens at Create and closes at Apply, running the hierarchy broadly in reverse.

• D-A-C-B-E places Understand after Analyse, so the learner would relate parts of the material before constructing its meaning.