Beyond Blooms taxonomy

Bloom's taxonomy has been useful tool in developing educational tasks for the past 40 years. It was based on an underlying assumption that the mind behaves like a filing cabinet. This assumption is being challenged as the implications of learning in the digital age is explored further.
As an alternative, Bereiter and Scardamalia (1998) suggested 7 levels of approach to knowledge.

1- Knowledge as individuated mental states. Knowing that one person may know things that someone else does not.
2- knowledge as itemizable mental content. Telling knowledge in the order in which it comes to mind.
3- knowledge as representation. Telling knowledge taking into account the listener/ reader.
4-knowledge as viewable from different perspectives.
5- knowledge as personal artifacts. Viewing oneself as constructing knowledge.
6- knowledge as improvable personal artifacts. Viewing a theory in terms of what it can and can't do, what its strengths are and where it needs improvement.
7- knowledge as semi-autonomous artifacts. knowledge objects, like other constructed objects, take on a life of their own and can be considered independently of their personal relevance.
Full paper.

I find this a useful schema when thinking about teaching for understanding, particularly of conceptual understanding.