Blooms Taxonomy Recall Comprehension Application Analysis Synthesis Evaluation
Blooms Taxonomy • • • Recall Comprehension Application Analysis Synthesis Evaluation
Bloom’s Taxonomy In Cognitive Domain 1. 2. 3. 4. 5. 6. Knowledge (Memorization) Comprehension (Understanding) Application (Using) Analysis (Taking Apart) Synthesis (Putting Together) Evaluation (Judging)
Associated thinking skills Bloom’s categorization Associated thinking skills Knowledge Memorization Comprehension Question, discuss, explanation, Abstraction and transfer Application Doing a task Analysis Categorizing, characterization, comparison, contrast Synthesis Collating, creating Evaluation Relevancy, ordering, prioritizing, judgment
Knowledge (Memorization)
Recall • Any question becomes a recall question if the answer has already been provided to the student in class or in the text.
Recall • • • Specific facts Terminology Concepts of science Conventions Trends and sequences Classifications, categories, criteria Techniques and procedures Scientific principles and laws Theories or conceptual schemes
Recall • • • Cite Count difine Draw List Name Record Notes Chooses Attaches • • • Relate Repeat Underline Describe Label Identify State Locate Outline Titles
Comprehension (Understanding)
Comprehension • Demonstrating an understanding of meanings. • A thinking process in which a message is changing form.
Comprehension • Translate a concept • Give an interpretation of the meaning of a concept • Give an extrapolation of a concept
Comprehension • • • Rewrite, Paraphrase, Convert, Explain, Give examples, Summarize, Distinguish, Predict, Reverses, • • • Defends, Explains, Expands, Exemplifies, Concludes, Rewrites, Summarizes, Translates, Supplements.
Application (Using)
Application • Using learned information in new (to the learner) and relevant problems or situations. • The ability to implement rules, principles, information, assumptions, theories, or other abstractions for new and real situations. • Student must know which principle or generalization to use in each situation.
Application • • • Apply Calculate Demonstrate Empoly Examine Iiiustrate Interpret Produces relates • • • Operate Practice Schedule Sketch Solve Use Discover Show improves
Analysis (Taking Apart)
Analysis • Breaking down information into component parts so that its structure can be understood. • A thorough study to comprehend the structure of the learned content, its formal and logic way of organization, in order to detect the elements, outlooks, and methods this content is based upon.
Analysis • Analysis of Elements • Analysis of Relationships • Analysis of Organizational Principles Analysis
Analysis • • • Analyze Appraise Contrast Debate Diagram • • • Differentiate Examine Inventory Question Test
Synthesis (Putting Together)
Synthesis (Putting Together) § Putting Many Parts Together To Make A New Whole § A Professional Activity Referred To As Design
Synthesis § The student can: ØFormulate a hypothesis ØSelect or design suitable tests of ideas ØFormulate generalizations based on observations ØFormulate (or revise) a theoretical model to accommodate knowledge
Synthesis • • Arrange Assemble Collect Compose Construct Create Design • • Formulate Integrate Manage Organize Plan Prescribe Propose
Evaluation (Judging)
Evaluation • Judging the value of information or material based on specific criteria.
Evaluation § The student can: ØEvaluate a hypothesis, in the light of data obtained ØEvaluate the validity of a test ØJudge the value of an invention according to specified criteria
Evaluation • • Appraise Assess Choose Compare Criticize Estimate Select • • Evaluate Judge Measure Rank Rate Revise Score
Higher Mental Skills • The three highest levels in Bloom’s taxonomy are thinking skills of a higher order.
Bloom’s Taxonomy Questions’ Levels 1. KNOWLEDGE (MEMORIZATION) 2. COMPREHENSION (UNDERSTANDING) 3. APPLICATION (USING) I II 4. ANALYSIS (TAKING APART) 5. SYNTHESIS (PUTTING TOGETHER) 6. EVALUATION (JUDGING) III
Affective and Psychomotor Domains
Affective Domain • • • Receuving Responding Valuing Organization of Values Characterization
Psychomotor Domain • • Perception Set Guided Response Mechanism Complex Overt Response Adaptation Origination
Psychomotor : Perception
Psychomotor : Set
Psychomotor : Guided Response
Psychomotor : Mechanism
Psychomotor : Complete Overt Response
Psychomotor : Adaptation
Psychomotor : Origination
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