BENGKEL PEMBINAAN ITEM SOALAN UNIT BIOLOGI 2014 Tor

BENGKEL PEMBINAAN ITEM SOALAN UNIT BIOLOGI 2014 Tor Siong Hoon Unit Biologi KMPh 1

Evaluation Synthesis 1913 -1999 Analysis Application Comprehension Knowledge The Original Bloom’s “Bloom’s. Taxonomy 2

The Revision n n n Began in November 1996 Led by David Krathwohl Involved cognitive psychologists, curriculum theorists, teacher educators, and measurement and assessment specialists. Group met twice a year four years. Draft completed in 2000; text published in 2001. Two books – soft cover for teachers and other “practitioners” and hard cover for academicians. 3

Bloom's Original taxonomy VS Bloom's Revised Taxonomy 4

Why Revise? n n n Before we can understand a concept we have to remember it Before we can apply the concept we must understand it Before we analyse it we must be able to apply it Before we can evaluate its impact we must have analysed it Before we can create we must have remembered, understood, applied, analysed, and evaluated 5

Verbs to use 6

Lower Order Thinking Skills (LOTS) n n n Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying Applying - Implementing, carrying out, using, executing Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring Creating - designing, constructing, planning, producing, inventing, devising, making 7

The Cognitive Dimension Is The Th. Alignment For Standards & Assessment e Ve RB rb T s 8

Each of the six cognitive process categories was divided into specific cognitive processes. Nineteen (19) specific cognitive processes were identified.

THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing 10

Four Types of Knowledge n n Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge 11

THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing FACTUAL KNOWLEDGE CONCEPTUAL KNOWLEDGE PROCEDURAL KNOWLEDGE METACOGNITIVE KNOWLEDGE 12

Filling in the cells of RBT Taxonomy Table n n Shorthand notation For example, A 1 is Remember Factual Knowledge and C 3 is Apply Procedural Knowledge. 13

THE TAXONOMY TABLE 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing A 1 A 2 A 3 A 4 A 5 A 6 B. Conceptual Knowledge B 1 B 2 B 3 B 4 B 5 B 6 C. Procedural Knowledge C 1 C 2 C 3 C 4 C 5 C 6 D 1 D 2 D 3 D 4 D 5 D 6 A. Factual Knowledge D. Metacognitive Knowledge 14

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