Application in Blloms Taxonomy - Examination Papers & Assessment

Blooms Taxonomy and revised Blooms taxonomy

1. Bloom’s Taxonomy Application in Examination Papers & Assessment

2. Introduction Bloom’s Taxonomy was created by Benjamin Bloom in 1956 Bloom’s Taxonomy  is a set of three hierarchical models used to classify educational learning objectives. These models organize learning objectives into three different domains: Cognitive, Affective, and Sensory/Psychomotor. The framework was revised in 2001 by Lorin Anderson and David Krathwohl .

3. Remembering Learner is able to recall, restate and remember the learned information Recognizing Listing Selecting Defining Describing Naming Locating Labeling Stating Identifying Can you recall information?

4. Understanding The learner grasps the meaning of the information by interpreting and translating what has been learned Matching Restating Paraphrasing Rewriting Explaining Illustrating Interpreting Summarizing Inferring Classifying Comparing Can you explain ideas or concepts?

5. Applying The learner makes use of Information in a context different from the one in which it was learned Organizing Generalizing Preparing Producing Solving Drawing Implementing Carrying out Using Executing Choosing Can you use the information in another familiar situation?

6. Analysing The learner breaks learned information into its parts to best understand that information. Comparing Analyzing Classifying Selecting Inferring Attributing Outlining Finding Structuring Integrating Can you break information into parts to explore understandings and relationships?

7. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment Judging Relating Criticizing Evaluating Checking Experimenting Testing Detecting Monitoring Can you justify a decision or course of a action?

8. Creating The learning creates new ideas and information using what has been previously learned Designing Constructing Producing Planning Inventing Devising Making Can you generate new product, ideas, or ways of viewing things?

9. Questions Lower level questions are those at the remembering, understanding and lower level applications ( information is forgotten soon) Usually questions at the lower levels are appropriate for Evaluating students’ knowledge and comprehension Diagnosing students’ strengths and weaknesses Reviewing and/or summarizing content

10. Questions Higher level questions are those requiring complex application, analysis, evaluation or creation skills. (Information retains for longer time) Questions at higher levels of the taxonomy are usually most appropriate for Encouraging students to think more deeply and critically Problem solving Encouraging Discussions Stimulating students to seek information on their own

11. Assessment Planning Pattern of assessment in each course in the program Alignment of assessment questions with course learning outcome Weather all the learning outcomes are tested; sometimes some learning outcomes are over tested at the expense of the others which may not be tested at all. Overall weightage in the assessment, to each of the Blooms learning levels

12. Assessment Planning A good examination paper must contain of various levels to find different capabilities of students. Bloom’s Taxonomy helps the faculty to set examination papers that are well balanced, testing different skills. It is recommended that at University Level, upper limit need to be fixed for lower order skills As nature of every course is different, the weightage for different cognitive levels in the question papers can also vary from course to course.

13. UC20B101- ENVIRONMENTAL STUDIES & DISASTER MANAGEMENT Learning Objectives: The course prepares students for careers as leaders in understanding and addressing complex environmental issues from a problem-oriented, interdisciplinary perspective. Students: Understand the transnational character of environmental problems and ways of addressing them, including interactions across local to global scales. Apply systems concepts and methodologies to analyze and understand interactions between social and environmental processes. Reflect critically about their roles and identities as citizens, consumers and environmental actors in a complex, interconnected world.

14. Course Outcomes as per Bloom’s Taxonomy CO1 - The student will be able to understand 2 the natural environment and its relationships with human activities. CO2 - They will be able to characterize2 and analyze 4 human impacts on the environment. Co3 -They will be able to integrate facts, concepts, and methods from multiple disciplines and apply 3 to environmental problems Co4- They will be able to integrate knowledge and to analyses 4 , evaluate 5 and manage the different public health aspects of disaster events at local and global levels Co5 -They will be able to obtain, analyse 4 , and communicate information on risks, relief needs and lessons learned from earlier disasters in order to formulate strategies for mitigation in future scenarios UC20B101- ENVIRONMENTAL STUDIES & DISASTER MANAGEMENT

15. Few Questions….. State Ohms Law? Differentiate between entry and exit control loops Summarize the importance of stress management How will you apply principles of design in designing a model? One resource person need to address the huge gathering. Arrangements of the audio should be such that everyone should be able to hear clearly. Identify the suitable circuit and explain its functionality. List physical and chemical properties of silicon.

16. Investigate the propaganda techniques used in each of the following advertisements. Are the arts an important part of a school’s curriculum? Justify your answer. Formulate a bill that you would like to see passed in Congress Define Disaster Management. Examine result of your experiment and record your conclusions.

17. To Conclude Written examination is a conventional yet universal tool to evaluate the students performance in a subject area, where the required cognitive ability is defined through items such as learning outcomes. The written examination is able to assess the students ability and that is very much depends on the questions presented in the examination paper. A good and reasonable examination paper must consist of various difficulty levels to accommodate the different capabilities of the students. Bloom’s Taxonomy helps to assess the all round development of the student.

18. Thank You !