Blooms Taxonomy and Classroom Assessment Wilkes County Schools

Bloom’s Taxonomy and Classroom Assessment Wilkes County Schools Tracee Mc. Manus & Nikki Patrick

Overview Bloom’s Taxonomy Investigate the Revised Taxonomy New terms New emphasis Explore each of the six levels Use the taxonomy to plan a unit and develop an assessment for the learning targets

Bloom’s Taxonomy of Cognitive Objectives 1950 s- developed by Benjamin Bloom Means of expressing qualitatively different kinds of thinking Adapted for classroom use as a planning tool Continues to be one of the most universally applied models Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking Taxonomy recently revised As a result, a number of changes were made

Revised Bloom’s Taxonomy

Original Terms Evaluation Synthesis New • Creating • Evaluating Analysis Application • Analyzing Comprehension • Applying Knowledge • Understanding • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Change in Emphasis More authentic tool for curriculum planning, instructional delivery and assessment. Aimed at a broader audience. Easily applied to all levels of schooling. The revision emphasises explanation and description of subcategories. (http: //rite. ed. qut. edu. au/oz-teachernet/training/bloom. html (accessed July 2003; Pohl, 2000, p. 10).

Remembering The learner is able to recall, restate and remember learned information Can you recall information?

Classroom Roles for Remembering Teacher roles Directs Tells Shows Examines Questions Evaluates Student roles Responds Absorbs Remembers Recognizes Memorizes Defines Describes Retells Passive recipient

Assessment for Remembering Includes Activities Include to: Products Include: List Memorize Locate Give Example Quote Repeat Recall Recite Sort Quiz Definition Fact Worksheet Test Label Vocabulary

Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. Can you explain ideas or concepts?

Classroom Roles for Understanding Teacher roles Demonstrates Listens Questions Compares Contrasts Examines Student roles Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant

Assessment for Understanding Includes Activities Include to: Restate Identify Discuss Retell Translate Paraphrase Describe Give main idea Products Include: Recitation Summary Collection Explanation Example Outline Show and Tell

Applying The learner makes use of information in a context different from the one in which it was learned Can you use the information in another familiar situation?

Classroom Roles for Applying Teacher roles Student roles Shows Facilitates Observes Evaluates Organizes Questions Solves problems Demonstrates use of knowledge Calculates Compiles Completes Illustrates Constructs Active recipient

Assessment for Applying Includes Activities Include to: Translate Manipulate Exhibit Interpret Calculate Practice Construct Demonstrate Products Include: Illustration Simulation Demonstration Presentation Interview Performance Journal

Analyzing The learner breaks learned information into its parts to best understand that information Can you break information into parts to explore understandings and relationships?

Classroom Roles for Analyzing Teacher roles Probes Guides Observes Evaluates Acts as a resource Questions Organizes Dissects Student roles Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires Active participant

Assessment for Analyzing Includes Activities Include to: Distinguish Experiment Probe Criticize Detect Sequence Debate Dissect Products Include: Graph Spreadsheet Checklist Survey Database Abstract Report

Evaluating The learner makes decisions based on indepth reflection, criticism and assessment Can you justify a decision or course of action?

Classroom Roles for Evaluating Teacher roles Clarifies Accepts Guides Student roles Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant

Assessment for Evaluating Includes Activities Include to: Judge Rate Validate Predict Determine Tell Why Compare Defend Products Include: Debate Panel Evaluation Investigation Verdict Conclusion Persuasive Speech

Creating The learner creates new ideas and information using what has been previously learned Can you generate new products, ideas, or ways of viewing things?

Classroom Roles for Creating Teacher roles Student roles Facilitates Extends Reflects Analyses Evaluates Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant

Assessment for Creating Includes to: Compose Assemble Invent Compile Develop Formulate Concoct Products Include: Film Story Project Song Advertisement Painting Media Product

Now it’s your turn… Use the Bloom’s Matrix and these notes to plan two activities or test questions for each level of the taxonomy. Work with your partner. We will copy these for our Thinking Skills Folder so everyone can share our BRILLIANT ideas. HAVE FUN!

“A good teacher makes you think even when you don’t want to. ” (Fisher, 1998, Teaching Thinking)