Blooms Taxonomy Blooms Taxonomy Taxonomyclassification An method of

Bloom’s Taxonomy

Bloom’s Taxonomy • Taxonomy-classification • An method of addressing the different levels of thinking and learning • Identifies three domains – Cognitive – Affective – Psychomotor

Cognitive Domain Evaluation The Higher The Level On The Graphic The Less That Level Tends To Be Addressed In Education Synthesis Higher Level Thinking On Top Analysis Application Comprehension Knowledge Lower Level Thinking On The Bottom

Knowledge • Remembering previously learned material • May involve recall of a wide range of material • All required-bringing to mind the appropriate information • Illustrative verbs – – – – Enumerate Define Describe Identify Label List Match Name Outline Recall Recite Recollect Relate Reproduce Select

Comprehension • The ability to grasp meaning of material • Translating material from one form to another • Interpreting material by explaining or summarizing • Illustrative verbs – – – – – Change Construct Convert Decode Define Describe Distinguish Discriminate Explain Extend Generalize Give example Illustrate Paraphrase Restate Rewrite Summarize

Application • The ability to use learned material in new and concrete situations • The ability to “apply” learned material • may include application of: – – – Rules Methods Concepts Principles Laws Theories • Illustrative verbs – – – – Apply Change Compute Demonstrate Develop Employee Illustrate Manipulate Modify Operate Organize Predict Prepare Produce Solve Use

Analysis • The ability to break down material into its component parts to be understood • May include – Identification of the parts – Analysis of the relationship between parts – Recognition of the organizational principles involved • Illustrative verbs – – – – Analyze Breakdown Classify Compare Contrast Determined Deduce Diagram Differentiate Distinguish Relate Separate Subdivide

Synthesis • The ability to put parts together to form a new hole • May involve the production of – A unique communication (theme or speech) – A plan of operations (research proposal) – A set of abstract relations (scheme for classifying information) • Illustrative verbs – – – – – Compose Conceive Construct Create Design Devise Formulate Generate Invent Originate

Evaluation • Illustrative verbs • The ability to judge the value of material • Judgments are based on definite criteria • Criteria may be internal (organization) or external (relevance to the purpose) • Student may determine criteria or criteria may be given to them – – – – Appraise Choose Compare Conclude Contrast Criticize Decide Defend Discriminate Justify Resolve Support Validate

Affective Domain Characterization By Value Or Value Complex Organization The Higher The Level On The Graphic The Less That Level Tends To Be Addressed In Education Valuing Responding Receiving Higher Level Thinking On Top Lower Level Thinking On The Bottom

Receiving • Willingness to receive or attend to particular phenomenon or stimuli – Classroom activities – Textbook – Assignment, etc • Three subcategories – Awareness – Willingness to receive – Controlled or selected attention • Getting, holding, and directing student’s attention • Illustrative Behavioral Terms – – – – Acknowledge Ask Attend Be aware Choose Describe Follow Identify Listen Locate Name Reply Show alertness View Watch

Responding • Active participation on the part of the student • Not just willing to attend, but actively attending • Indicates desire that a student has become sufficiently involved in a subject, activity, etc. , so as to seek it out and gained satisfaction from working with it

Responding • Illustrative Behavioral Terms – – – Agree (to) Answer Task Comply Consent Conform Contribute Follow-up Indicate Inquire Obey – – – – Participate Pursue Question React Read Reply Report Request Respond Seek Select Visit Volunteer Write

Valuing • Student sees worth or value in the subject, activity, assignment, etc. • Characterized by valuing that is motivated – Not by the desire to comply or obey – By the individual’s commitment to the underlying value guiding the behavior • Learning outcomes are concerned with behavior that is consistent enough to make the value clearly identifiable

Valuing • Illustrative Behavioral Terms – – – Accept Adopt Approve Complete Choose Commit Desire Differentiate Display Endorse Exhibit Explain – – – – Express Form Initiate Invite Join Justify Prefer Propose Read Report Sanctioned Select Share Study Work

Organization • Bringing together a complex of set of values, resolving possible conflicts between them, and beginning to build an internally consistent value system • Individual sees how the value relates to those already held or to new ones that are coming to be held • Integration of values is less harmonious; a kind of dynamic equilibrium dependent upon salient events at a specific point in time

Organization • Illustrative Behavioral Terms – – – – – Adapt Adhere Alter Arrange Categorize Classify Combine Compare Complete – – – – Defend Explain Group Identify Integrate Modified Order Organize Prepare Rank Relate Synthesize Systemize

Characterization By Value Or Value Complex • Internalization of values have a place in the individuals value hierarchy • Values have controlled one’s behavior for a sufficient long period of time to have developed a characteristic “lifestyle” • The behavior is pervasive, consistent, and predictable

Characterization By Value Or Value Complex • Illustrative Behavioral Terms – – – – Act Advocate Behave Characterize Conform Continue Defend Devote Disclose Discriminate Display Encourage Endure Exemplify Function – – – – Incorporate Influence Justify Maintain Modify Pattern Practice Preservice Performed Question Revise Retain Support Uphold Use

Psychomotor Domain Naturalization Articulation The Higher The Level On The Graphic The Less That Level Tends To Be Addressed In Education Higher Level Thinking On Top Precision Manipulation Imitation Lower Level Thinking On The Bottom

Imitation • Early stages of learning a complex skill, overtly, after the individual has indicated a readiness to take a particular type of action • Includes repeating an act that has been demonstrated or explained • Includes trial and error until an appropriate response is achieved

Imitation • Illustrative Verbs – – – – – Began Assemble attempt Carryout Copy Construct Dissect Duplicate Follow – – – Mimic Move Practice Proceed Repeat Reproduce Respond Organize Sketch Start Try

Manipulation • Individual continues to practice a particular skill or sequence until it becomes habitual and the action can be performed with some confidence and proficiency • The response is more complex than the previous level – The learner is still not sure of themselves

Manipulation • Illustrative Verbs – – – – Acquire Assemble Complete Conduct Do Execute Improve Maintain – – – – Make Manipulate Operate Pace Perform Produce Progress Use

Precision • Skill has been attained • Proficiency is indicated by a quick, smooth, accurate performance, requiring minimum energy • Overt response is complex and performed without hesitation

Precision • Illustrative Verbs – – – – Achieve Accomplish Advance Automatize Exceed Excel Master Reach – – Refine Succeed Surpass Transcend

Articulation • Involves a higher level of precision • Skills are so well developed that the individual can modify movement patterns to fit special requirements or to meet a problem situation

Articulation • Illustrative Verbs – – Adapt Alter Change Excel – – – Rearrange Reorganize Revise Success Transcend

Naturalization • Responses are automatic • Individual begins to experiment, creating new motor acts or ways of manipulating materials out of understandings, abilities, and skills developed • One acts “without thinking”

Naturalization • Illustrative Verbs – – Arrange Combined compose Construct Create – – Design Refine Originate Transcend

Psychomotor Domain • A note about targeting the psychomotor domain – This is the domain that most academic program areas (including Business Education) deal with the least – The main characteristic of this domain is that physical ability is what is being dealt with – When targeting the psychomotor domain (for test questions, writing objectives, etc. . . ) ask yourself what is being evaluated?

Psychomotor Domain – Simply having physical activity involved to complete the task does not indicate the student is working or being evaluated in the psychomotor domain (at least as the dominant domain) – Poor Example • The student will key a letter in block format. – There is no measurement/evaluation of anything physical – This is in the cognitive domain and application level since the leaning being evaluated is the students knowledge of keying a letter in block format

Psychomotor Domain – Good Example • Review the letter below. Key this bad-news letter to the Smith’s in 10 minutes or less. – In this case the student’s speed and accuracy is being measured—a physical skill. – Business Educators rarely target the psychomotor domain except for evaluating speed and accuracy in keyboarding and using calculators or numeric keyboards. I am sure other examples are true.

A Note About Illustrative Verbs • Some illustrative verbs are used in more than one level of a single domain • The use of a verb in itself does not guarantee the level and domain targeted is being addressed • Ask “What is (or what could be) evaluated? ” • Think about the complexity of the thoughts and/or skills required

Closing Thoughts • Most of the time people/students are thinking and evaluating in multiple domains and on multiple levels • Ascertain the dominant domain – List the dominant domain first – List the subsequent domains in the order of dominance

Final Thoughts • Teachers should teach and evaluate in different domains and different levels – Promotes higher level thinking and problem solving • Teachers often stay only in the cognitive domain at the knowledge level – Easiest to teach in – Easiest to evaluate in