BLOOMS-TAXONOMY.pptx

BLOOMS-TAXONOMY.pptx

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  BLOOM’S TAXONOMY BENJAMIN SAMUEL BLOOM
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  • What learnerscan be able to know ? • How well must learners do their work? • How well do learners use their learning or understanding in different situations? • How do learners apply their learning or understanding in real life contexts? • What tools and measures should learners use to demonstrate what they know or learned?
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  • To prepareout learners for the 21st century skills , the teaching –learning process should go beyond simple recall and comprehension. • It should reach the level of applying , analysing , synthesizing and evaluating which are basic in the development of 21st century skills
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  WHAT IS BLOOM’STAXONOMY? • Bloom’s Taxonomy attempts to classify learning stages from remembering facts to creating new ideas based on the acquired knowledge. • The idea of Bloom’s Taxonomy is that learning is a consecutive process. Before applying a concept in real life, we must understand it. Before we understand a concept, we must remember the key facts related to it. • Therefore, although initially described as a framework, it is now often depicted as a pyramid.
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  COMPARISON OF BLOOM’SREVISED TAXONOMY OF OBJECTIVES
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  • 1. REMEMBERING/KNOWLEDGE • Recognizing means locating knowledge in long-term memory related to presented material (e.g., recognizing the dates of important historical events). • Recalling is retrieving knowledge from long-term memory (e.g., recalling the dates of important historical events). 2.UNDERSTANDING /COMPREHENSION At this point, learners might be asked to explain a concept in their own words, describe a mathematical graph or clarify a metaphor. The processes associated with understanding are: •Interpreting implies changing from one form of representation to another. It might be transforming numerical information into verbal.
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  • Exemplifying isfinding a specific illustration of a concept or principle. It may be giving several examples of Suprematist paintings. • Classifying is determining a category of something. An example is the classification of mental disorders. • Summarizing means retrieving a general theme of significant points (e.g., writing a short summary of a story). • Inferring is drawing a logical conclusion from given information. It may be formulating grammatical principles of a foreign language from the presented examples. • Comparing is finding correspondences between two ideas or objects (e.g., comparing historical events to their contemporary analogues).
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  • Explaining isconstructing a cause-and-effect model of a system, for example, explaining the causes of the French Revolution. • 3.APPLYING/APPLY • Now, it’s time to use learned facts and abstractions in new contexts and particular situations. • For example, students might be asked to discuss phenomena described in one scientific paper using terms and concepts of another paper. • The processes of cognition corresponding to this stage are:
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  • Executing isapplying a procedure to a familiar task (e.g., calculating the root of a number). • Implementing is about applying a procedure to an unfamiliar task (e.g., using • Newton’s Second Law in a new situation). 4 ANALYZING/ANALYZE • At this level, students are supposed to break down concepts and examine their relationships. • For instance, they might be asked to recognize the genre of a painting or describe the leading causes of the Great Depression.
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  • The threeparticular processes associated with this stage are: • Differentiating means distinguishing important from unimportant parts of presented material (e.g., distinguishing between relevant and irrelevant numbers in a mathematical word problem). • Organizing involves identifying how elements fit or function within a structure (e.g., finding the hypothesis, method, data and conclusion in a research report). • Attributing means determining a point of view, bias, values, or intent underlying presented material. An example would be to identify the author's point of view of an essay.
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  • 5. EVALUATING/EVALUATE •In this stage, learners are expected to use their knowledge and skills to appraise a situation, justify their stand or criticize others’ opinions. They should be able to point out logical fallacies in arguments or compare a work to the highest standards in its field. • They might be asked, for example: • In your opinion, is online piracy ethical? • Do you consider jazz music to be high art? • What are the most absurd arguments against vegetarianism? • Evaluating is divided into checking and critiquing. • Checking means detecting inconsistencies or fallacies in a process or product. For example, it’s determining if a scientist’s conclusions follow from observed data.
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  • Critiquing involvesfinding inconsistencies between a product and external criteria. For instance, it’s judging which of two methods is the best for solving a problem. • 6.CREATING/CREATE • This is the most complex stage of the learning process and the top of the revised Bloom’s Taxonomy. • At this level, learners combine known patterns, ideas and facts to create original work or formulate their solution to a problem.
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  • The threeassociated cognitive processes are: • Generating involves coming up with alternative hypotheses based on criteria. An example might be devising multiple solutions for a social problem. • Planning is about coming up with a procedure for completing a task (e.g., preparing an outline of an article). • Producing means inventing a product (e.g., writing a short story that takes place during the American Revolution). • Source : Valamis.com Bloom’s Taxonomy
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  Tips for ApplyingBloom's Taxonomy to Assessment • Always keep the hierarchy in mind. ... • Introduce exam items that explore higher levels of cognition gradually. ... • Analyze assessment results and readjust course objectives accordingly. • Align your assessment with the learning outcomes/learning objectives • Prepare Table of Specification that covers only taught lesson mastered by your students.
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  THANK YOU ! MARIATERESA B. RICERRA,EdD