THE NEW BLOOM'S TAXONOMY

Beyond Bloom’s TaxonomyTLE DEPARTMENTPeer TeachingBy Marlon L. Lalaguna

Objectives

• Compare the difference between Bloom’s, and Anderson and Krathwohl’s Taxonomy of cognitive domain

• Identify the different levels of knowledge in the Anderson and Krathwohl’s Taxonomy

• Construct test questions for each cognitive level• Suggest potential activities and products

THE BLOOM’S TAXONOMYA Flash Back

The Bloom’s Taxonomy

Bloom’s Taxonomy is a classification system developed in 1956 by education psychologist Benjamin Bloom to categorize intellectual skills and behavior important to learning. Bloom identified six cognitive levels: knowledge, comprehension, application, analysis, synthesis, and evaluation, with sophistication growing from basic knowledge-recall skills to the highest level, evaluation.


Discussions during the 1948 Convention of the American

Psychological Association led Benjamin Bloom to spearhead a

group of educators who eventually undertook the ambitious task of

classifying educational goals and objectives. Their intent was to

develop a method of classification for thinking behaviors that were believed to be important in the

processes of learning. Benjamin BloomImage source: http://epltt.coe.uga.edu


Eventually, this framework became a taxonomy of three domains:

• The cognitiveknowledge based domain, consisting of six levels: (knowledge, comprehension, application, analysis, synthesis, and evaluation)

• The affectiveattitudinal based domain, consisting of five levels: (receiving, responding, valuing, organizing, and characterizing)

• The psychomotorskills based domain, consisting of seven levels: (perception, set, guided response, mechanism, complex overt response, adaptation, and origination)

THE REVISED BLOOM’S TAXONOMY

The New Version of the Cognitive Taxonomy

The Revised Bloom’s Taxonomy

During the 1990's, former student of Bloom, Lorin Anderson, working with one of Bloom’s partners in the original work on cognition, David Krathwohl, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers. This time "representatives of three groups were present: cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists" (Anderson, & Krathwohl, 2001, p. xxviii).


David R. KrathwohlImage source: http://soe.syr.edu

Lorin W. AndersonImage source: http://www.erpjournal.net


Changes in Terms:•The name of six categories were changed from noun to verb forms•The subcategories of six major categories were also replaced by verbs and some subcategories were reorganized•The knowledge category was renamed and replaced by the word remembering instead. •Comprehension and synthesis were retitled to creating and understanding respectively.

Image source: http://www4.uwsp.edu


Promotion of Create (Synthesis)

One notable difference of the classic Bloom’s taxonomy (1956) from the newer version (2001) is that the last two categories have been reversed. This puts create (synthesis) into the most complex level.


Major Difference:

The major difference in the updated version is in the more useful and comprehensive additions of how the taxonomy intersects and acts upon different types and levels of knowledge -- factual, conceptual, procedural and metacognitive.

This feature has the potential to make teacher assessment, teacher self-assessment, and student assessment easier or clearer as usage patterns emerge.

Comparison of Bloom’s to Anderson and Krathwohl’s Cognitive Taxonomy

Bloom’s Taxonomy (1956) Anderson and Krathwohl’s Taxonomy (2001)

1. Knowledge: Remembering or retrieving previously learned material. Examples of verbs that relate to this function are:

1. Remembering: Retrieving, recalling, or recognizing knowledge from memory. Remembering is when memory is used to produce definitions, facts, or lists, or recite or retrieve material. know

identify relate list

define recall memorize repeat

record name recognize acquire



2. Comprehension: The ability to grasp or construct meaning from material. Examples of verbs that relate to this function are:

2. Understanding: Constructing meaning from different types of functions be they written or graphic messages activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

restate locate report recognize explain express

identify discuss describe review inferconclude

illustrate interpret draw represent differentiate



3. Application: The ability to use learned material, or to implement material in new and concrete situations. Examples of verbs that relate to this function are:

3. Applying: Carrying out or using a procedure through executing, or implementing. Applying related and refers to situations where learned material is used through products like models, presentations, interviews or simulations.

apply relate develop translate use operate

organize employ restructure interpret demonstrate

practice calculate show exhibit dramatize



4. Analysis: The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood. Examples of verbs that relate to this function are:

4. Analyzing: Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts.

analyze compare probe inquire examine contrast categorize

differentiate contrast investigate detect survey classify deduce

experiment scrutinize discover inspect dissect discriminate

separate



5. Synthesis: The ability to put parts together to form a coherent or unique new whole. Examples of verbs that relate to this function are:

5. Evaluating: Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy evaluation comes before creating as it is often a necessary part of the precursory behavior before creating something.

compose produce design assemble create prepare predict modify tell

plan invent formulate collect set up generalize document combine relate

propose develop arrange construct organize originate derive write propose



6. Evaluation: The ability to judge, check, and even critique the value of material for a given purpose. Examples of verbs that relate to this function are:

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. Creating requires users to put parts together in a new way or synthesize parts into something new and different a new form or product. This process is the most difficult mental function in the new taxonomy.

judge assess compare evaluate conclude measure deduce

argue decide choose rate select estimate

validate consider appraise value criticize infer

Knowledge Dimensions

1. Factual Knowledge is knowledge that is basic to specific disciplines. This dimension refers to essential facts, terminology, details or elements students must know or be familiar with in order to understand a discipline or solve a problem in it.

2. Conceptual Knowledge is knowledge of classifications, principles, generalizations, theories, models, or structures pertinent to a particular disciplinary area.


3. Procedural Knowledge refers to information or knowledge that helps students to do something specific to a discipline, subject of study. It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques, and particular methodologies.

4. Metacognitive Knowledge is the awareness of one’s own cognition and particular cognitive processes. It is strategic or reflective knowledge about how to go about solving problems, cognitive tasks, to include contextual and conditional knowledge and knowledge of self.


Here are the intersections as the processes impact the levels of knowledge. Using a simple cross impact grid or table like the one below, one can match easily activities and objectives to the types of knowledge and to the cognitive processes as well.

Source: http://www4.uwsp.edu


3. Procedural Knowledge refers to information or knowledge that helps students to do something specific to a discipline, subject of study. It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques, and particular methodologies.

4. Metacognitive Knowledge is the awareness of one’s own cognition and particular cognitive processes. It is strategic or reflective knowledge about how to go about solving problems, cognitive tasks, to include contextual and conditional knowledge and knowledge of self.

SAMPLE TEST QUESTIONS AND ACTIVITIES WITH THE REVISED BLOOM’S TAXONOMY

Let’s Dig In!

Sample Questions

Questions for Remembering

•What happened after...?•How many...?•What is...?•Who was it that...?•Can you name ...?•Find the meaning of…•Describe what happened after…•Who spoke to...?•Which is true or false...?

Sample Questions

Questions for Understanding

•Can you write in your own words?•How would you explain…?•Can you write a brief outline...?•What do you think could have happened next...?•Who do you think...?•What was the main idea...?•Can you clarify…?•Can you illustrate…?•Does everyone act in the way that …….. does?

Sample Questions

Questions for Applying

•Do you know of another instance where…?•Can you group by characteristics such as…?•Which factors would you change if…?•What questions would you ask of…?•From the information given, can you develop a set of instructions about…?

Sample Questions

Question for Analyzing

•Which events could not have happened?•If. ..happened, what might the ending have been?•How is...similar to...?•What do you see as other possible outcomes?•Why did...changes occur?•Can you explain what must have happened when...?•What are some or the problems of...?•Can you distinguish between...?•What were some of the motives behind..?•What was the turning point?•What was the problem with...?

Sample Questions

Questions for Evaluating

•Is there a better solution to...?•Judge the value of... What do you think about...?•Can you defend your position about...?•Do you think...is a good or bad thing?•How would you have handled...?•What changes to.. would you recommend?•Do you believe...? How would you feel if. ..?•How effective are. ..?•What are the consequences..?•What influence will....have on our lives?•What are the pros and cons of....?•Why is ....of value? •What are the alternatives?•Who will gain & who will loose?

Sample Questions

Questions for Creating

•Can you design a...to...?•Can you see a possible solution to...?•If you had access to all resources, how would you deal with...?•Why don't you devise your own way to...?•What would happen if ...?•How many ways can you...?•Can you create new and unusual uses for...?•Can you develop a proposal which would...?

Using the 4 Knowledge Dimensions

Cognitive ProcessesThe Knowledge Dimensions

1.Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

Factual

Conceptual

Procedural

Metacognitive

Specialization: TLE-ICT IV (Web Designing through HTML)Question No. 1: He is considered as the father of WWW? A. Tim Berners-Lee B. Bill Gates C. Pat Beirne

Q1



1.Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

Factual

Conceptual

Procedural

Metacognitive

Specialization: TLE-ICT IV (Web Designing through HTML)Question No. 2: You need to display the font as Monotype Corsiva, 4 pts. and with underline style. Which line of codes will generate this correctly?a.<font face=“Monotype Corsiva” size=4>Font</font>b.<font face=“Monotype Corsiva” size=4<Font>/font>

Q2



1.Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

Factual

Conceptual

Procedural

Metacognitive

Specialization: TLE-ICT IV (Web Designing through HTML)Question No. 3: Which of the following is TRUE about Internet technology?a.There is one single person that governs the WWW.b.TCP/IP is the means of communication between two or more computers

Q3



1.Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

Factual

Conceptual

Procedural

Metacognitive

Specialization: TLE-ICT IV (Web Designing through HTML)Question No. 4: How would you edit this line of code to display the image properly? <img scr=“../my pictures/cutee.jpg” alt=“cutee” border=4>a.Change the value for alt as number in pixelb.Change scr attribute to src

Q4



1.Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

Factual

Conceptual

Procedural

Metacognitive

Specialization: TLE-ICT IV (Web Designing through HTML)Question No. 5: Which of the following should be followed in web site development.a.Use contrasting colors against foreground colorb.Work within one directory with subfolders for supporting files

Q5

Potential Activities and Products

Remembering

•Make a list of the main events of the story•Make a time line of events•Make a facts chart•Write a list of any pieces of information you can remember•Make a chart showing…•Make an acrostic•Recite a poem.


Understanding

• Cut out, or draw pictures to show a particular event• Illustrate what you think the main idea may have been• Make a cartoon strip showing the sequence of events• Write and perform a play based on the story• Retell the story in your own words• Write a summary report of the event• Prepare a flow chart to illustrate the sequence of events• Make a coloring book


Applying

• Construct a model to demonstrate how it works• Make a diorama to illustrate an event• Make a scrapbook about the areas of study• Make a papier-mâché map / clay model to include relevant information about

an event• Take a collection of photographs to demonstrate a particular point• Make up a puzzle or a game about the topic• Write a textbook about this topic for others• Dress a doll in national costume• Make a clay model• Paint a mural using the same materials• Design a marketing strategy for your product using a known strategy as a

model.


Analyzing

• Design a questionnaire to gather information• Write a commercial to sell a new product• Make a flow chart to show the critical stages• Construct a graph to illustrate selected information• Make a family tree showing relationships• Devise a play about the study area• Write a biography of a person studied• Prepare a report about the area of study• Conduct an investigation to produce information to support a view• Review a work of art in terms of form, color and texture.


Evaluating

• Prepare a list of criteria to judge…• Conduct a debate about an issue of special interest• Make a booklet about five rules you see as important• Convince others• Form a panel to discuss views• Write a letter to. ..advising on changes needed• Write a half-yearly report• Prepare a case to present your view about...


Creating

• Invent a machine to do a specific task• Design a building to house your study• Create a new product. Give it a name and plan a marketing campaign• Write about your feelings in relation to...• Write a TV show play, puppet show, role play, song or pantomime about…• Design a record, book or magazine cover for...• Sell an idea• Devise a way to...• Make up a new language and use it in an example.

Quotes to Ponder:

“If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” ~John Dewey

“Learning is always rebellion... Every bit of new truth discovered is revolutionary to what was believed before.” ~Margaret Lee Runbeck

THANK YOU FOR LISTENING!

God Bless Us All

References

Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA (Pearson Education Group)

Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green

Online:

http://www.lbschools.net/rogers/pdf/bloom.pdf

http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy

http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy

http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

THE NEW BLOOM'S TAXONOMY

Documents

Transcript of THE NEW BLOOM'S TAXONOMY