Blooms Taxonomy and revised blooms taxonomy.pdf

Blooms Taxonomy and revised blooms taxonomy

1. ASSIGNMENT
Topic: Blooms taxonomy and revised blooms taxonomy






Submitted To: Submitted By:
Dr. Lissy George Akshaya Surendran K P
Assistant Professor Commerce
MTTC Pathanapuram

2. INTRODUCTION
Bloom's Taxonomy is a foundational framework in education that
categorizes learning objectives into six hierarchical levels, progressing from basic
recall to advanced critical thinking. Developed by Benjamin Bloom in 1956, this
widely accepted model enables educators to design and assess learning
experiences that promote cognitive growth. The six levels - Remembering,
Understanding, Applying, Analysing, Evaluating, and Creating - provide a
structured approach to teaching and learning, allowing instructors to align
objectives with instructional strategies and assessments. By utilizing Bloom's
Taxonomy, educators can foster deeper learning, encourage critical thinking, and
develop students' ability to apply knowledge in real-world contexts, ultimately
enhancing student engagement, retention, and academic success.

3. BLOOMS TAXONOMY
The word Taxonomy' derived from a Greek word, Faxis' which means a
system of classification, Bloom (1956) and his associates set up following three
domains of educational objectives.
1. Cognitive domain - Knowledge field
2. Affective domain - Feeling field
3. Psychomotor domain - Doing field.
Instructional Objectives
The term instructional objectives means that those immediate aims achieved by
teaching and instruction of a particular lesson or topic. These will be the end
product or outcomes of teaching a specific lesson or topic, achieved by the
learners. Each lesson has its own specific instructional objectives. With out
formulating instructional objectives, instruction become a wastage of time and
effort both of the teachers and learners.
Criteria for Writing Instructional Objective
1. Specification of the learner.
We have to demonstrate the learner.
e.g.: pupil, gifted children, class, group etc.
2. The learner performance.
Specify the learner’s performance in forms of objectives.
E.g.: Students are able to understand, apply, discriminate etc.
3. Specification of the condition.
Specify the learning condition for attaining the objectives.
E.g.: pupil classifies from a 'list of 10 days'.

4. 4. Specification of minimum expected level of performance.
We should decide minimum level of pupil's performance
quantitatively or qualitatively.
5. Adequacy of the instructional objectives.
Whole objectives should be given weightage. No preference to a
particular objective, representation should be given to all objectives.

I. Instructional Objectives in Cognitive Domain
The cognitive domain is concerned with the intellectual aspect of
mental process or cognition. The different categories of Instructional objectives
in cognitive domain are,
1. Knowledge
Instructional objective knowledge relates to the acquisition of different
types of informations received by the learner as a part of instruction. Acquiring
knowledge is the lowest level of cognitive instructional objectives.
2. Comprehension/Understanding
Comprehension/understanding is the result of a mental process of the learner
which enables him/her to transform the different forms of informations acquired
by him/her to a more comprehensible format. Hence, this class of instructional
objectives are considered as the second higher level of cognitive instructional
objectives. Attainment of the lower-level objectives will help the learner to attain
the objectives in a much more higher level. So, comprehension/ understanding is
possible only after attaining the lower-level objective knowledge.
3. Application
Applications is the third level of instructional objectives in the
cognitive domain in which the learner applies the materials that has been acquired

5. and comprehended during the first two levels into new and similar situations. It
clearly means applying comprehended information in real life situations.
Application is only possible after the learner has acquired knowledge and
comprehension.
Example: Pupil makes use of Grid system to locate a place in a map.
4. Analysis
Analysis is an intellectual process by which the learner is able to
analyse the acquired, comprehended and applied knowledge into its constituent
parts or elements. Analysis is possible only after acquiring knowledge
comprehension and application abilities by the learner. Simply it is the breaking
down of communication into its constituent elements or parts.
5. . Synthesis
Synthesis is the mental ability of the learner to integrate the acquired,
comprehended, applied and analysed knowledge, information to a comprehensive
whole. This ability is only possible for the learner after attaining lower-level
instructional objectives knowledge, comprehension, application and analysis. So,
synthesis becomes the next higher level of cognitive objectives. This involves the
process of working with pieces, parts, elements etc. and arranging and combining
them in such a way as to constitute a pattern or structure.
6. Evaluation
Evaluation is actually the judgement about a value of a material and
methods for given purposes. When the learner acquires knowledge about
anything which is comprehended applied, analysed and synthesized in to an
absolute whole, he/ she will be able to perform his/her personal view point about
the information in the format of judgement and personal value attachment.
Evaluation is attaching worth or goodness or weakness of the information. By
evaluation a simple piece of information is mentally processed, in to a higher

6. order form of knowledge, after internalization. This is the learners personal view
of the information acquired. By evaluation, learners can attach personal touch to
what is taken in. Since it is the most higher level, attainment of the other lower-
level objectives such as knowledge, comprehension, application, analysis and
synthesis will help the learner to acquire this higher order mental ability -the
evaluation.
II. Instructional Objectives in Affective Domain
These are the objectives which emphasize a feeling tone, an emotion
or a degree of acceptance or rejection. Affective objectives vary from simple
attention to selected phenomena to complex but internally consistent qualities of
character and conscience. Affect relates to the learners' emotional expression
regarding what is acquired. It is a fact that instructional objectives in the affective
domain is hard to achieve and manipulate. Hence affective domain had been
rejected from classroom transactions till recently. The objectives include the
following. The classification is given by Bloom & Krathwohl in 1964.
1. Receiving
At this level we are concerned that the learner is sensitized to the
existence of certain phenomena and stimuli, that is, that he is willing to receive
or to attend to them. This is clearly the first and crucial step if the learner is to be
properly oriented to learn what the teacher intends to teach. The category of
receiving has been divided to three sub categories to indicate different levels of
attending phenomena, while the division points between the subcategories are
arbitrary, the subcategories do represent a continuum.
2. Responding
At this level we are concerned with responses which go beyond
merely attending to the phenomenon. As a first stage in a "learning by doing"

7. process the student is committing himself in some small measure to the
phenomena involved. This is the category that many teachers will find best
describes their interest objectives. Most commonly we use the term to indicate
the desire that a learner become sufficiently involved in or committed to a subject,
phenomenon, or activity that he will seek it out and gain satisfaction from
working with it or engaging in it.
3. Valuing
This is the only category needed by a term which in common use in
the expression of objectives by teachers. Further, it is employed in its usual form;
that a thing, phenomenon, or behaviour has worth. This abstract concept of worth
is in part a result of the individual's own valuing or assessment, but it is much
more a social product that has been slowly internalized or accepted and has came
to be used by the student as his own criterion of worth. This category will be
found appropriate for many objectives that use the term attitude, as well as
"value". An important element of behaviour characterized by valuing is that it is
motivated not by the desire to comply or obey, but by the individual's
commitment to the underlying value guiding the behaviour.
4. Organization
As the learner successively internalizes values, he encounters situations
for which more than one value is relevant. Thus, necessity arises for,
a) The organization of the values into a system.
b) The determination of interrelationships among them.
c) The establishment of the dominant and pervasive ones.
Such a system is built gradually, subject to change as new values are
incorporated. This category is intended as the proper classification for objectives
which describe the beginning of the building of a value system.

8. 5. Characterization by a value or value complex
At this level of internalization, the values already have a place in the
individual's value hierarchy, are organized into some kind of internally consistent
system, have controlled the behaviour of the individual for a sufficient time that
was adapted to behaving this ways; and an evocation of the behaviour no longer
arouses emotion of affect except when the individual is threatened or challenged.
III. Instructional Objectives in Psychomotor Domain
Motion is necessary condition of survival and independence.
Locomotor behaviour is needed to explore the environment and sensory motor
activities are essential for the development of intelligence. Numerous taxonomies
have been developed for the psychomotor domain. Some of them tend to be
comprehensive, in strict parallalism with the taxonomies inspired by Bloom and
Krathwohl for the cognitive and affective domains. Regsdale (1950), Guilford
(1958), Dave (1969), Kibler (1970), Simpson (1966) and Harrow (1972) were
important psychomotor taxonomists. Simpson's and Harrow's classification are
most widely used, Simpsons' Taxonomy (1966).
1. Imitation: It is the lowest level of neuro-muscular activity. It starts as
impulse and may grow into an overt act with the capacity to repeat the
performance.
2. Manipulation: It involves differentiating among various movements and
selecting the proper one.
3. Precision: Practice or repetition of performance will decrease the faults in
performance. Precision is related with speed, accuracy, proportion and
exactness in performance.
4. Articulation: The individual will be able to handle many actions in unison.
This ability involves co-ordination in action.
5. Naturalisation: Perfection in performance is the final level in
Psychomotor skill. On attaining perfection, actions become automatic.

9. REVISED BLOOMS TAXONOMY
Bloom's taxonomy was developed in the 1950's and is used today
to categorize ways of learning and thinking in a hierarchical structure. A revised
model was developed by Anderson and Krathwohl in the 1990's to better fit
educational practices of the 21
st
century. The revised Bloom's taxonomy help to
plan effective instruction and challenge students to move from the most basic
skills (remembering) to more complex learning which leads to higher order
thinking (creating). Revised Bloom's Taxonomy (RBT) employs the use of 25
verbs that create collegial understanding of student behavior and learning
outcome.

Taxonomies of the Cognitive Domain (Anderson and
Krathwohl's Taxonomy 2001)
1. Remembering
Recognizing or recalling knowledge from memory. Remembering is
when memory is used to produce or retrieve definitions, facts, or lists, or to recite
previously learned information.
2. Understanding
Constructing meaning from different types of functions be they
written or graphic messages or activities like interpreting, exemplifying.
classifying, summarizing. inferring, comparing, or explaining.
3. Applying
Carrying out or using a procedure through executing, or implementing.
Applying relates to or refers to situations where learned material is used through
products like models. presentations, interviews or simulations.

10. 4. Analyzing
Concepts Breaking materials or into parts, determining how the parts
relate to one another or how they interrelate, or how the parts relate to an overall
structure or purpose. When analyzing, he/she can illustrate this mental function
by creating spreadsheets, surveys, charts, or diagrams, or graphic representations.
5. Evaluating
Making judgments based on criteria and standards through checking
and critiquing. In this taxonomy, evaluating comes before creating as it is often a
necessary part of the precursory behavior before one creates something.
6. Creating
Putting elements together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure through generating,
planning, or producing. This process is the most difficult mental function in the
new taxonomy.

11. CONCLUSION
The exploration of Bloom's Taxonomy and its revised version
underscores their significance in education. The original taxonomy established a
foundational framework for classifying cognitive skills, while the revised version
modernizes this approach by emphasizing active learning and higher-order
thinking. By understanding and applying these frameworks, educators can create
more effective lesson plans, foster critical thinking, and enhance student
engagement. Ultimately, both taxonomies serve as invaluable tools for promoting
deeper learning and guiding assessment strategies, ensuring that educational
practices meet the needs of diverse learners.


Reference
1. Social studies in the classroom: Trends & methods
2. The methodology of teaching in commerce, Dr. Issac paul and Dr.
Shivarajan