Bloom’s taxonomy

Bloom’s taxonomy

1. Bloom’s Taxonomy Jammu University 2 Year B.Ed. Paper 202/3 Sem : II This work is licensed under a Creative Commons Attribution- ShareAlike 4.0 International License .

2. Before we can understand a concept we have to remember it Before we can apply the concept we must understand it Before we analyse it we must be able to apply it Before we can evaluate its impact we must have analysed it Before we can create we must have remembered, understood, applied, analysed , and evaluated .

3. Bloom's Taxonomy was developed to provide a common language for teachers to discuss and exchange learning and assessment methods The goal of an educator using Bloom's taxonomy is to encourage higher-order thought in their students by building up from lower-level cognitive skills.

4. Applications of the Taxonomy developed to provide a framework for organizing a continuum along an underlying structure primarily provides instructors with a focus for developing their course learning objectives. can be used to increase one's understanding of the educational process.

5. Teachers can see and understand complex cognitive development Development of lower-level skills into higher-order thinking offers a guiding framework for breaking criteria down into accessible chunks which can be used to direct day-to-day lesson plans

6. can be used as a checklist to ensure that all levels of a domain have been assessed align assessment methods with the appropriate lessons and methodologies important to establish intended learning outcomes in teacher/student interactions so that both understand the purpose of the interactions. Developing intended student learning outcomes according to Bloom’s Taxonomy helps students understand what is expected of them.

7. helps teachers to plan and deliver appropriate instruction. helps faculty to design and implement appropriate assessment tasks, measures, and instruments. helps to ensure that instruction and assessment are appropriately aligned with the intended outcomes.

8. Knowledge Definition: Rote factual knowledge of specific terminology, ways and means, universal axioms and/or abstractions accepted by the field or discipline (principles and generalizations, theories and structures). Behavioral Learning Outcome: Ability to recall appropriate, learned information on command. Cognitive Learning Outcome: Lowest level of learning outcomes.

9. Key Phrases for Assessment: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state, describes, enumerates, identifies, matches, reads, records, selects, views, writes Teaching/Learning Methods: Lecture, Memorization, Readings, Video, Web information, Assessment: Q & A using limited answers, Student recitations, Exam items of the form: define, label, list, reproduce.

10. Comprehension Definition: Understanding the meaning of information and materials. Behavioral Learning Outcome: Being able to translate materials from one form or format to another by explaining or summarizing and predicting consequences or effects. Cognitive Learning Outcome: Represents the lowest level of understanding and interpretation of rote factual information.

11. Key Phrases for Assessment: classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands. express identify indicate locate recognize report review select translate illustrates Teaching/Learning Methods: Readings, Graphic Organizers, Demonstration, Discussion Assessment: Q & A (oral, clickers, one-minute papers), Questions are convergent, limited answers, Student presentations or demonstrations within small groups (peer reviews), Exam items of the form: describe, explain, summarize, identify or select

12. Application Definition: Using information and materials to solve new problems or respond to concrete situations that have a single or best answer. Behavioral Learning Outcome: Applying learned material such as rules, methods, concepts, principles, laws, and theories. Cognitive Learning Outcome: Learning outcomes demonstrate a higher level of understanding of the mechanics of employing information to a purpose than comprehension.

13. Key Phrases for Assessment: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write, acts, administers, articulates, assesses, charts, collects, computes, constructs, contributes, controls, determines, develops, discovers, establishes, extends, implements, includes, informs, instructs, operationalizes , participates, predicts, prepares, preserves, produces, projects, provides, relates, reports, shows, teaches, transfers, uses, utilizes Teaching/Learning Methods: Demonstrate problem-solving (Case Studies, text problems, scenarios), Demonstrate application of rules, laws, or theories (Case Studies, text problems, scenarios), Demonstrate methods or procedures, Practice in multiple contexts Assessments: Student presentation for instructor or evaluator, Exam items of the form: apply, use, solve, demonstrate, employ, Problem set

14. Analysis Definition: Decomposing materials into their component parts so they can be examined and understood. Behavioral Learning Outcome: The student is able to develop multiple conclusions concerning the motives, causes, inferences and generalizations that can be derived from the material's component parts and organization. Cognitive Learning Outcome: Learning outcomes involve a comprehension and understanding of the content and structure of the material.

15. Key Phrases for Assessment: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test, breaks down, categorizes, correlates, diagrams, focuses, illustrates, infers, limits, outlines, points out, prioritizes, recognizes, separates, subdivides Teaching/Learning Methods: Case Studies, Simulations (Computer-based, mannequins, part task trainers, role plays), Discussion, Labs, Graphic Organizers Assessments: Exam items of the form: analyze, compare, distinguish, examine, test (Take home, online, or face to face), Portfolio entries focused on analyzing case studies or clinical experiences, Essays, Student presentations

16. Synthesis Definition: Using new and creative applications of prior knowledge and skills. Behavioral Learning Outcome: The student’s ability to produce a new or original end product. Examples include a unique communication, plan of operations (research proposal), or abstract relations (information classification scheme). Cognitive Learning Outcome: Learning outcomes emphasize creativity and the creation of unique patterns or structures.

17. Key Phrases for Assessment: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write, adapts, anticipates, collaborates, combines, communicates, compiles, devises, expresses, facilitates, generates, hypothesizes, incorporates, individualizes, initiates, integrates, intervenes, invents, models, modifies, negotiates, progresses, rearranges, reconstructs, reinforces, reorganizes, revises, structures, substitutes, validates Teaching/Learning Methods: Research/Labs, Plan development, Multiple Case Studies – Class or small group discussions assembling relevant information to produce a hypothesis, plan to address recurring problems, Interviews with experts Assessments Exam items of the form: develop, plan, prepare, propose, construct, design, formulate, create, assemble, Portfolio, Design and build a model, Create a work of art, Develop a unique plan to serve some purpose, Student presentations

18. Evaluation Definition: Judging value of materials based on personal values/opinions or definite criteria. Concerned with evaluating material to determine if it fulfills given purpose. Criteria may be internal (organization; defined by student) or external (relevant to the purpose; provided to student). Behavioral Learning Outcome: Student is able to produce an end product that fulfills a given purpose rather than being right/wrong. Cognitive Learning Outcome: Learning outcomes highest because it contains all other categories and includes value judgments based on clearly defined criteria.

19. Key Phrases for Assessment: appraise, argue, assess, attach, choose, compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate, contrasts, concludes, criticizes, critiques, decides, interprets, justifies, reframes Teaching/Learning Methods: Demonstrate process for evaluating research reports based on criteria, Case Studies - Small group discussions of appropriateness of procedures, results, Debates Assessments Exam items of the form: evaluate, argue, assess, defend, judge, predict, rate, support, Student presentations

20. Update to Bloom's Taxonomy (2001) Originally, Bloom's taxonomy was one-dimensional with an exclusive focus on the knowledge domain. The current updated version developed by Anderson and Krathwohl (2001) reorganizes, and highlights the interactions between, two dimensions: cognitive processes and knowledge content. Cognitive processes are presented as verbs and the knowledge content are presented as nouns. Exchange of the levels of Evaluation and Synthesis (which renamed to Creation)

21. Redefined knowledge dimension Factual Knowledge: Basic elements of a discipline that a student must know and be able to work with to solve problems including basic terminology and specific details and elements; Conceptual Knowledge: Interrelationships between basic factual knowledge that demonstrate how elements work together, for example, classifications and categories, principles and generalizations and theories, models and structures; Procedural Knowledge: How something is done including the methods of inquiry, skills, algorithms techniques and methods needed to investigate, apply or analyze information; Metacognitive Knowledge: Awareness and knowledge of one's own cognition including strategies for learning, contextual and conditional knowledge about cognitive tasks and self-knowledge.

22. Characters of behavioural Objectives specify the level, criteria, or standards for the knowledge, skills, abilities, competencies, attitudes that students are expected to be able to demonstrate. conditions under which students should be able to demonstrate contain active verbs measurable. capable of being measured by more than one assessment tool, instrument, or metric.

23. Affective Domain Receiving phenomena Awareness, willingness to hear, selected attention. Responding to phenomena Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). Valuing The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Organization Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. Internalizing values Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner.  

24. Psychomotor Domain Imitation Includes repeating an act that has been demonstrated or explained, and it includes trial and error until an appropriate response is achieved. Manipulation Includes repeating an act that has been demonstrated or explained, and it includes trial and error until an appropriate response is achieved. Precision Response is complex and performed without hesitation. Articulation Skills are so well developed that the individual can modify movement patterns to fit special requirements or to meet a problem situation. Naturalization Response is automatic. One acts " without thinking”