Bloom's taxonomy with example

Summary
- Why do we ask questions?
- What questions do we ask?
- Question can
- FA & SA
- What teachers are expected to do..
- Bloom's Taxonomy with examples..
- Convergent Vs Divergent question
- Criteria for good test
- Prepare students for
- Avoid..
- Remember to..

1. TOPIC – BLOOM’S TAXONOMY Mizoram Board of School Education JONATHAN LALRINMAWIA 1

2. WHY DO WE ASK QUESTIONS? 2

3. FINDING OUT LEARNING WHY ASSESSING COLLABORATING BUILDING FOR BETTER SOLVING PROBLEMS 3

4. WHAT QUESTIONS DO WE ASK? WHERE WHEN HOW WHAT WHO WHY DESCRIBE.....etc. The information we receive back will depend very much on the type of question we ask. 4

5. QUESTIONS CAN STIMULATE AND MOTIVATE ENHANCE THE LEARNING PROCESS CHECK FOR UNDERSTANDING ENRICH THE ANALYTICAL SKILL ENCOURAGE INVOLVEMENT BRING OUT RELEVANT EXPERIENCES INCREASE LIFE-LONG LEARNING 5

6. FORMATIVE & SUMMATIVE ASSESSMENT 6

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8. WHY FORMATIVE EVALUATION? To get information about learners’ ability To get information about learners’ skills development To provide feedback to learners on their progress To provide feedback to learners on their achievement To see whether learning objectives are being achieved 8

9. WHY SUMMATIVE EVALUATION? To measure outcomes of significance To capture what the students knows To tap into higher-level thinking and problem solving skills 9

10. WHAT TEACHERS ARE EXPECTED TO DO.. Teachers should be ............in choosing ......methods appropriate for ......discussion ! Teachers should be skilled in ........assessment methods ........for instructional ............ Assessment, developing, decisions, skilled, appropriate, instructional. 10

11. WHAT TEACHERS ARE EXPECTED TO DO.. Teachers should be skilled in choosing assessment methods appropriate for instructional discussion ! Teachers should be skilled in developing assessment methods appropriate for instructional decisions . 11

12. Question Stems 12

13. BLOOM’S TAXONOMY Knowledge – to know about Understanding/Comprehension – to understand/comprehend Application/Expression – to use/apply knowledge and understanding Analysis – to break down Synthesis – to combine, to create Evaluation – to judge HOTS 13

14. KNOWLEDGE LEVEL At this level, we are simply remembering the facts about a topic we are studying. The student recalls or recognizes the information 14

15. KNOWLEDGE LEVEL QUESTIONS Identification and recall of information Who, what, when, where, how.. Describe.. Q. Write the names of greenhouse gases. Q. Who are the various stakeholders of forests? 15

16. UNDERSTANDING/COMPREHENSION LEVEL Here you should be able to show that you understand the main idea about the topic.. The student changes the information into a different symbolic form. 16

17. UNDERSTANDING/COMPREHENSION LEVEL QUESTIONS Organization and selection of facts and ideas. Write …. in your own words. What is the main idea of ... Q. Write a note on how forests influence the quality of our air, soil and water resources. Q. What do you understand by sustainable development? 17

18. CONVERGENT QUESTIONS Knowledge and comprehension levels Low level Encourage student responses to converge or focus on a special theme Short, factual answers 18

19. APPLICATION LEVEL At this level, Bloom saw people being able to use the information they had learned in the study of the topic. The student solves a problem using the knowledge and appropriate generalizations. 19

20. APPLICATION LEVEL QUESTIONS Use of facts, rules, principles, apply knowledge to new situations, questions like-apply, change/modify, compute/calculate, solve, utilize, estimate etc. Q. During summer, if you go near the lake, you feel relief from the heat. Why? Q. Name the different modes of traditional water harvesting method applied in your area. 20

21. ANALYSIS LEVEL At this level, one needs to take apart the information or knowledge one has gained and look at the smaller elements that work together to make up the larger parts. The student separates information into component parts. 21

22. ANALYSIS LEVEL QUESTIONS Separation of a whole into component parts Classify _____ according to ____. Outline/diagram/web _____. How does ____ compare/contrast with ____? What evidence can you list for ______? 22

23. SYNTHESIS LEVEL This level is creative. Here you will think about designing new things or using the art to express your ideas. The student solves a problem by putting information together that requires original, creative thinking. 23

24. SYNTHESIS LEVEL QUESTIONS Combination of ideas to form a new whole What would you predict/infer from _____? What ideas can you add to _____? How would you create/infer from _____? How would you create/design a new ____? What might happen if you combined __ with ____? What solutions would you suggest for ___? 24

25. HOTS Analytic and synthetic questions like-classify, compare, contrast, differentiate, integrate, construct, analyze/ breakdown, examine, formulate/ generate/ create etc. Q. What are the causes of water/soil pollution in your area? Discuss how you can contribute in reducing water/soil pollution. Q. “Deforestation leads to environmental pollution”. Discuss the status of Mizoram in this context. 25

26. EVALUATION LEVEL At this level, one is asked to give a judgment or opinion and be able to support the decision. The student makes qualitative and quantitative judgments according to set standards. Questions that ask for judgment No right or wrong answers 26

27. EVALUATION LEVEL QUESTIONS Development of opinions, judgments or decisions Do you agree _____? What do you think about _____? How would you decide about _______? Q . “Mizoram has received a large amount of rainfall but the state has always faced water scarcity”. Give any five reasons. Q. “Dependence of man on nature is greater than that of any other organisms”. Justify 27

28. DIVERGENT QUESTIONS Application , Analysis & Synthesis levels Higher level Questions Questions that evoke student responses that may vary greatly Longer student responses usually needed Seldom determined to be right or wrong More than one way to answer 28

29. SUGGESTIONS FOR FRAMING GOOD QUESTIONS Plan …. well thought out Word …. them simple, well-articulated Keep……them relevant Make ……them reasonable Allow ……them to provoke thought Format ……to be time specific Grade …..to be manageable Ask ……..challenging Questions Evolve ……Process information 29

30. CRITERIA FOR A GOOD QUESTION A good question must possess a very high validity It must have a high reliability . It must pick out the good students from the poor i.e. it must possess high discriminating power . It must be very comprehensive . It must be easy to use . Its administration and scoring must be easy and there must be economy of time and effort. 30

31. PREPARE STUDENTS FOR Reinforcing and revisiting learnt concepts Thinking for themselves; Appropriate justification and reasoning Extensive questioning Both pre-planned and emerging questions A wide variety of question types 31

32. AVOID…. Starting all questions with the same stem/terminology Focusing on a small population on patterning questions Asking too many short-answer, recall-based questions Making the sequence of questions too rigid Putting forward too many closed questions 32

33. REMEMBER TO Create the Blue Print Develop a Calculated time slot Share an explicit Introductory Instruction Inform the Structure in advance Enable students to comprehend the pattern Make enough Resources available ….& Allow to GROW 33

34. Secondary Science Class IX (Natural Resources) Q1. Write the names of greenhouse gases (K) Q2. Write a note on how forests influence the quality of our air, soil and water resources. (U) Q3. During summer, if you go near the lake, you feel relief from the heat. Why? (A) Q4. What are the causes of water/soil pollution in your area? Discuss how you can contribute in reducing water/soil pollution. (H) Q5. “Mizoram has received a large amount of rainfall but the state has always faced water scarcity”. Give any five reasons. (E) 34

35. Secondary Science Class X (Management of Natural Resources) 1. What do you understand by sustainable development? 2. Who are the various stakeholders of forests? 3. “Dependence of man on nature is greater than that of any other organisms”. Justify 4. Name the different modes of traditional water harvesting method applied in your area. 5. “Deforestation leads to environmental pollution”. Discuss the status of Mizoram in this context. 35

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