BLOOM’S TAXONOMY

Adni Islamic School Testing Workshop

1

Introduction

Taxonomy means classification.

Taxonomy of learning objectives is an attempt within the behavioural paradigm to classify forms and levels of learning.

2

Domains of Learning

Cognitive

AffectivePsychomoto

r

3

Bloom’s Taxonomy

American educational psychologist Benjamin Bloom created a way to categorize reasoning skills with his Bloom's Taxonomy.

According to the taxonomy, there are six levels of reasoning skills ranked in order from simplest to most complex.

4

Six Categories in the Cognitive Domain:

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

5

Original Terms

New Terms

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analysing

Applying

Understanding

Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8) 6

KNOWLEDGE / REMEMBERING

• simplest level• direct recall of

info• foundation for

future learning

Remembering/Knowledge > Keywords

recall, define, identify, tell, list label, name, who, what, when, where, define, describe, find, identify, label, list, locate, match, memorize, order, recall, record, relate, repeat, reproduce, select, state, underline, write

8

Remembering/Knowledge > Sample Questions

Who chopped down the cherry tree? List the states that seceded from the

union. Identify the prime numbers. When did Alexander Graham Bell invent

the telephone?

9

• show understanding• beyond parroting• not yet applying

COMPREHENSION / UNDERSTANDING

Understanding/Comprehension > Keywords

translate, understand, give examples, distinguish, estimate, explain, generalize, rewrite, interpret, outline, discuss, distinguish, predict, restate, translate, compare, describe, express, identify, translate, indicate, infer, locate, summarize

11

Understanding/Comprehension > Sample Questions

Give an example of each of the states of matter.

Explain in your own words how to bake a pan of brownies.

Translate the preamble into your own words.

Explain the law of inertia using an example from the real world.

12

APPLYING / APPLICATION

• beyond basic comprehension• students apply concepts in new

situations• apply information to solving other

problems

Applying/Application > Keywords

apply, construct, demonstrate, manipulate, predict, show, solve, use, illustrate, complete examine, classify, dramatize, employ, draw sketch, prepare, produce

14

Applying/Application > Sample Questions

Use a protractor to determine angles.

Predict what will happen to a candle if you put a bowl on top of it.

Apply the rule of 70 to determine how quickly your money will double at 6% interest.

Create a model of a medieval castle showing each of the parts learned about in class.

15

ANALYSIS / ANALYSING

• students use their own judgment

• understand the underlying structure to knowledge

• distinguish between fact and opinion

• finding patterns in information

• students become more active in their own learning at this stage

Analysing/Analysis > Keywords

compare, contrast, differentiate, relate, diagram, troubleshoot, analyse, distinguish, examine, investigate, categorise, identify, explain, separate, advertise, appraise, test, infer, experiment, illustrate

17

Analysing/Analysis > Sample Questions

Analyze each statement to decide whether it is fact or opinion.

Illustrate the differences between the American alligator and the Nile crocodile.

Illustrate the difference between a moth and a butterfly.

18

EVALUATION / EVALUATING

• make judgments about the value of ideas, items, materials, etc.

• bring in knowledge to make informed and sound evaluations

• use their own insight in evaluating

Evaluating/Evaluation > Keywords

evaluate, appraise, conclude, criticize, critique, judge, select, choose, decide, justify, debate, verify, argue, recommend, assess, discuss, rate, prioritise, determine, value, support, evaluate, judge, conclude, defend

20

Evaluating/Evaluation > Sample Questions

Evaluate the Bill of Rights and determine which is the least necessary for a free society.

Attend a local play and write a critique of the actor’s performance.

Visit an art museum and offer suggestions on ways to improve a specific exhibit.

Evaluate the accuracy of the Disney movie Pocahontas.

21

CREATING / SYNTHESIS

• put the parts together to create a new meaning or structure• create a new pattern of diverse elements from other

curriculum areas • make predictions• no longer rely on information presented to them• create new theories based on the information that they

have

Creating/Synthesis > Keywords

synthesize, categorize, compile, compose, create, modify, organize, rearrange, reconstruct, reorganize, summarize, write, explain, create, invent, compose, predict, plan, construct, design, imagine, propose, devise, formulate, assemble, collect, combine, prepare, compose, rearrange, develop, create, generate

23

Creating/Synthesis > Sample Questions

Create your own Shakespearean sonnet. Write a new ending to The Adventures of

Huckleberry Finn. Explain how the Civil War would have

been different if Stonewall Jackson would have lived.

Create a haiku about one of the seasons.

24

The End

Question and Answer Session

25