A Taxonomy for Learning, Teaching and Assessing A Revision of Bloom’s Taxonomy of Educational Objectives

A Taxonomy for Learning,

Teaching and Assessing

A Revision of Bloom’s Taxonomy

of Educational Objectives

2005 South Carolina Science Standards Revision

Extreme thanks and gratitude to

Dr. Lorin Andersonfor the tremendous amount of assistance,

mentoring and advise given during the creation of

the Revised Taxonomy presentations.

What do you What do you know about the know about the

originaloriginal““Bloom’s” Bloom’s”

Taxonomy?Taxonomy?2005 South Carolina Science Standards Revision

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

The Original “Bloom’s TaxonomyThe Original “Bloom’s TaxonomyThe Original “Bloom’s Taxonomy2005 South Carolina Science Standards Revision

What do you What do you know about the know about the

“Revised “Revised Taxonomy”?Taxonomy”?



““Old” Blooms “Revised” Taxonomy Old” Blooms “Revised” Taxonomy

• Remember

• Apply

• Understand

• Analyze

• Evaluate

• Create• Evaluation

• Analysis

• Synthesis

• Application

• Comprehension

• Knowledge


THE TAXONOMY TABLETHE TAXONOMY TABLE

COGNITIVE PROCESS DIMENSIONK

NO

WL

ED

GE

DIM

EN

SIO

N


COGNITIVE PROCESS DIMENSION

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing



RememberRemember

• retrieve relevant knowledge from long term memory

1.1 Recognizing•Identifying

1.2 Recalling•Retrieving


RememberRemember

Sample Indicators

• Recall the basic needs of animals (including air, water, food and shelter) for energy, growth and protection.

• Identify the sources and properties of heat, solar, chemical, mechanical and electrical energy.


UnderstandUnderstand• Construct meaning from instructional

messages, including oral, written and graphic communication.

2.1 Interpreting• Clarifying• Paraphrasing• Representing• Translating

2.2 Exemplifying• Illustrating• Instantiating

2.3 Classifying• Categorizing• Subsuming


Understand - continuedUnderstand - continued

2.4 Summarizing• Abstracting• Generalizing

2.5 Inferring• Concluding• Extrapolating• Interpolating• Predicting

2.6 Comparing• Contrasting• Mapping• Matching

2.7 Explaining• Constructing Models


UnderstandUnderstand

Sample Indicators• Illustrate the phases of the Moon and the Moon’s effect on ocean tides.

• Explain the motions of the Earth and the Moon and the effects of these motions as they orbit the Sun (including day, year, phases of the Moon, eclipses and tides).

• Summarize the functions of proteins, carbohydrates and fats in the human body.


ApplyApply• Carry out or use a procedure in a given situation.

3.1 Executing• Carrying out

3.2 Implementing• Using


ApplyApply

• Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement.

• Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation.

Sample Indicators


AnalyzeAnalyze• Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.

4.1 Differentiating• Discriminating• Distinguishing• Focusing• Selecting


Analyze - continuedAnalyze - continued

4.2 Organizing• Finding coherence• Integrating• Outlining• Parsing• Structuring

4.3 Attributing • Deconstructing


AnalyzeAnalyze

Sample Indicators• Distinguish among observations, predictions and inferences.

• Organize and interpret the data from a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

• Attribute global climate patterns to geographic influences (including latitude, topography, elevation, and proximity to water).


• make judgments based on criteria and standards

5.1 Checking• Coordinating• Detecting• Monitoring• Testing

5.2 Critiquing • Judging

EvaluateEvaluate


EvaluateEvaluate

Sample Indicators

• Critique a conclusion drawn from a scientific investigation.


CreateCreate• Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.

6.1 Generating• Hypothesizing

6.2 Planning• Designing

6.3 Producing• Constructing


CreateCreate

Sample Indicators

• Design a controlled scientific investigation.

• Construct a line graph from recorded data with correct placement of independent (manipulated) and dependent (responding) variables.




Recalling

2.UNDERSTAND



ComparingExplaining

3.APPLY


4.ANALYZE



6.CREATE

GeneratingPlanning

Producing

TAXONOMY TABLETAXONOMY TABLE


A Simple Analogy…


HOT ARTICHOKE DIP (Serves 10 to 14)

2 14-oz cans artichoke hearts

16 oz. mayonnaise

1 c. grated Parmesan cheese

Garlic salt (optional)

====================================

1. Drain artichoke hearts.

2. Mash artichokes with fork.

3. Mix with mayonnaise, cheese, and garlic salt.

4. Bake at 350 degrees for 15 minutes or until cheese is melted.

5. Serve with crackers or party rye. 2005 South Carolina Science Standards Revision

• Factual Knowledge• Conceptual Knowledge • Procedural Knowledge• Metacognitive Knowledge


Factual KnowledgeFactual Knowledge• The basic elements

students must know to be acquainted with a discipline or solve problems in it.

– Knowledge of terminology

– Knowledge of specific details and elements


Conceptual KnowledgeConceptual Knowledge• The interrelationships among

the basic elements within a larger structure that enable them to function together.

– Knowledge of classifications and categories

– Knowledge of principles and generalizations

– Knowledge of theories, models and structures


Procedural KnowledgeProcedural Knowledge• How to do something,

methods of inquiry and criteria for using skills, algorithms, techniques and methods.– Knowledge of subject-specific skills

and algorithms– Knowledge of subject-specific

techniques and methods– Knowledge of criteria for

determining when to use appropriate procedures


Metacognitive KnowledgeMetacognitive Knowledge• Knowledge of cognition in general as well

as awareness and knowledge or one’s own cognition.– Strategic knowledge– Knowledge about cognitive tasks, including

appropriate contextual and conditional knowledge

– Self-knowledgeHow did I get that answer?




Recalling

2.UNDERSTAND



ComparingExplaining

3.APPLY


4.ANALYZE



6.CREATE

GeneratingPlanning

Producing

KN

OW

LE

DG

E D

IME

NS

ION

Factual Knowledge

Conceptual Knowledge

ProceduralKnowledge

Metacognitive Knowledge



Putting All the Pieces Together…


Objectives are statements of what we

want students to learn as a result of the instruction

we provide.

Standards/indicators are simply mandated

objectives.2005 South Carolina Science Standards Revision

The Common Format for Objectives

Subject ObjectVerb

S OV2005 South Carolina Science Standards Revision

The Subject… is the Learner or the student.

Subject ObjectVerb

S OV

The learner (will)

The student (should)


Example #1Example #1

Recognize that different Recognize that different materials can be mixedmaterials can be mixed

together and then separated together and then separated again.again.

Subject ObjectVerb

S OV


Verb = Recognize

Object = that different materials can be mixed together

and then separated again.

Subject ObjectVerb

S OV


Example #2Example #2

Summarize the Summarize the characteristics of a characteristics of a

mixture, recognizing a mixture, recognizing a solution as a kind of solution as a kind of

mixture.mixture.

Subject ObjectVerb

S OV


Verb = SummarizeObject =

The characteristics of a mixture, recognizing a solution as a kind of

mixture.

Subject ObjectVerb

S OV




Recalling

2.UNDERSTAND



ComparingExplaining

3.APPLY


4.ANALYZE



6.CREATE

GeneratingPlanning

Producing

KN

OW

LE

DG

E D

IME

NS

ION

Factual Knowledge

Conceptual Knowledge

ProceduralKnowledge

Metacognitive Knowledge


Example Example #1#1

Example Example #2#2



Look at the Revised

South Carolina Science

Standards through the lens

of the “Revised

Taxonomy”

2005 South Carolina Science Standards

Revision

Questions??


Documents

A Taxonomy for Learning, Teaching and Assessing A Revision of Bloom’s Taxonomy of Educational Objectives