Not to directly address the question per se, but to get at how I view the thing in the context of mathematics.
One good thing about Bloom's taxonomy is the idea that not all forms of "knowing" are the same, and you can get a lot of leverage by addressing different aspects of the thing in your math classes. But looking at particular versions or phrasings of the thing don't seem very useful for me.
But I do like the idea of knowledge building on itself, and I like the different flavors of questions students can explore. For example, I like questions like:
Alice thinks X, but Bob thinks Y. Who's right and why? What's wrong with either argument?
Or another I might ask on a calculus exam.
What is the fundamental theorem of calculus? Explain this as if to a friend, and include several diagrams.
By encouraging students to these "deeper" levels of understanding (whatever you may feel like calling them), I find it's quite effective and a lot more fun to boot.