Presentation Taxonomy Bloom (1)

8/3/2019 Presentation Taxonomy Bloom (1)

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BLOOMS TAXONOMY

HJ. AHMAD BIN TULKAKetua Program Kejuruteraan Mekanikal

Jabatan Kejuruteraan Mekanikal

Politeknik Merlimau

Melaka


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Benjamin Bloom

In 1956, Benjamin Bloom headed agroup of educational psychologistswho developed a classification oflevels of intellectual behaviorimportant in learning..


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Bloom found that over 95 % of thetest questions students encounterrequire them to think only at thelowest possible level...the recall ofinformation


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Bloom identified 3domains of learningthat apply to the

student. Cognitive

Affective

Psychomotor


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The Cognitive Domain

Bloom identified six levels within thecognitive domain, from the simplerecall or recognition of facts, as thelowest level, through increasinglymore complex and abstract mentallevels, to the highest order which is

classified as evaluation.


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The Affective Domain

Attitudes

Interests

Values


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The Psychomotor Domain

Neuromuscular control andcoordination

Hands on applications


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BLOOMS TAXONOMY

OF THE COGNITIVE DOMAIN

INTRODUCTION

Bloom created a taxonomy for categorising

the level of abstraction of learning contents .The taxonomy provides a useful structure forthe categorising of

Questions

Activities Products


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In 1956, Bloom et al completed their work on

the cognitive domain, which involves

knowledge and the development of intellectual

skills. The result was a 6-level hierarchyidentified within the cognitive domain. The

levels progressed from the simplest level,

which involves the recall or recognition of

facts, through to the highest level, which

involves the evaluation of facts. This hierarchy

became known as Blooms Taxonomy.


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The six levels of the cognitive domain from the most

used and simplest level (1) to the most

complicated level (6).

1. Knowledge

2. Comprehension

3. Application

4. Analysis5. Synthesis

6. Evaluation


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LEVEL 1: KNOWLEDGE

Remembering previously learnt material withoutnecessarily understanding or using it

Skills required

Recall of information

Factual knowledge (dates, places, numbers etc.)

Recall of major events

Mastering subject material

Verbs typically used at this level

Arrange, define, list, label, name, memorise, recall,reproduce, state, write..


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LEVEL 2: COMPREHENSION

Skills required

Understanding facts and meaning

Interpretation of facts

The ability to understand or grasp the meaning of thelearning material without necessarily relating it tosomething else

Ordering and grouping causes

Prediction of consequences

Verbs typically used for this level of activities

Classify, describe, explain, illustrate, indicate,locate, report, restate, review, select.


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LEVEL 3: APPLICATION

The ability to utilise the learnt material in different,new and concrete situations

Skills required

Utilisation of facts

Using known methods, concepts and hypothesisin new situations,

Solving problems with newly acquired knowledgeor skills

Verbs used in activities at this level include: Apply, choose, construct, demonstrate, employ,

interpret, operate, schedule, solve, sketch,use..


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LEVEL 4: ANALYSIS

The ability to break the whole into its components and tounderstand the organisational arrangement of the material.

Skills required

Organisation of the materials components

Finding patterns

Finding concealed meanings

Recognition of the components of the whole

Verbs typically used for the analytical level

Analyse, categorise, calculate, compare, contrast,criticise, discriminate, differentiate, examine,experiment, test


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LEVEL 5: SYNTHESIS

The ability to rearrange the components of the learningmaterial to form a whole new unit

Skills required:

Construction of a new whole from the known

material elements Creating generalizations from the patterns

Relation of fact from different areas

Making predictions and drawing conclusions

Verbs used to indicate synthetic level activities andquestions

Create, design, hypothesise, invent, develop,compose, formulate, plan, prepare, set up


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LEVEL 6: EVALUATION

The ability to judge the value and impact of the given facts

Skills required

Comparing and discriminating between facts

Verification of the values concerning the factualcontent

Making choices on reasoning

Assessing the values of presentations and hypothesis

Recognising subjectivity

Verbs typically used for this level of the cognitive domain:

Judge, appraise, recommend, critique, select,support, value, predict.


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THANK YOU

Presentation Taxonomy Bloom (1)

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