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BLOOM’S TAXONOMY
• Benjamin Bloom (et al.) created this taxonomy for categorizing levels of abstraction of questions that commonly occur in educational settings.
• The taxonomy provides a useful structure in which to categorize test questions.
BLOOM’S TAXONOMY
Competence Skills Demonstrated
Knowledge The recall of specific information
Comprehension Understanding of what was read
Application Converting abstract content to concrete situations
Analysis Comparison and contrast of the content to personal experiences
Synthesis Organization of thoughts, ideas, and information from the content
Evaluation Judgment and evaluation of characters, actions, outcomes, etc., for personal reflection and understanding
KNOWLEDGEMemorization
• Observation and recall of information
• Knowledge of dates, events, places
• Knowledge of major ideas
• Mastery of subject matter
KNOWLEDGEMemorization
• Arrange• Define • Describe• Duplicate• Identify• Label• List• Memorize
• Name• Order• Quote• Recall• Recognize• Relate• Repeat• Reproduce
COMPREHENSIONUnderstanding
• Understand information
• Grasp meaning
• Translate knowledge into new content
• Interpret facts, compare, contrast
• Order, group, infer causes
• Predict consequences
COMPREHENSIONUnderstanding
• Classify• Describe• Discuss• Explain• Express• Identify• Indicate
• Locate• Recognize• Report• Restate• Review• Select• Translate
APPLICATIONUsing
• Use information
• Use methods, concepts, theories in new situations
• Solve problems using required skills or knowledge
APPLICATIONUsing
• Apply• Choose• Demonstrate• Dramatize• Employ• Illustrate• Interpret
• Operate• Practice • Schedule• Sketch• Solve• Use• Write
ANALYSISTaking apart
• Recognition of patterns
• Organization of parts
• Discovery of hidden meanings
• Identification of components
ANALYSISTaking apart
• Analyze• Appraise• Calculate• Categorize• Compare• Contrast• Criticize
• Differentiate• Discriminate• Distinguish• Examine• Experiment• Question• Test
SYNTHESISPutting together
• Use old ideas to create new ones
• Generalize from given facts
• Relate knowledge from several areas
• Predict, draw conclusions
SYNTHESISPutting together
• Arrange • Assemble• Collect • Compose• Construct• Create• Design• Develop
• Formulate• Manage• Organize• Plan• Prepare• Propose• Set up• Write
EVALUATIONJudging
• Compare and discriminate between ideas
• Assess value of theories, presentations
• Make choices based on reasoned argument
• Verify value of evidence
• Recognize subjectivity
EVALUATIONJudging
• Appraise• Argue• Assess• Attach• Choose• Compare• Defend• Estimate
• Judge• Predict• Rate• Select• Support• Value• Evaluate• Explain
REFERENCES
• Bloom, B., Englehart M., Furst, E., Hill, W.,& Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive Domain. New York: Longmans Green.
Web resources
• http://www.che.wsu.edu/~millerre/bloom.html• http://www.coun.uvic.ca/learn/program/hndouts/
bloom.html• http://www.kent.wednet.edu/KSD/MA/resources/
blooms/teachers_blooms.html• http://www.tecweb.org/eddevel/blooms.html• http://www.valdosta.peachnet.edu/~whuitt/psy70
2/cogsys/critthnk.html
KNOWLEDGEthe recall of specific information
• Who was Goldilocks?
• Where did she live? With whom?
• What did she do in the forest?
COMPREHENSIONan understanding of what was read
• This story is about ___________ (topic).
• This story tells us _________(main idea).
• What did Goldilocks look like?
APPLICATIONthe converting of abstract content to concrete situations
• How were the bears like real people?
• Why did Goldilocks go into the little house?
• Draw a picture of what the bears’ house looked like.
• Draw a map showing Goldilocks’ house, the path in the forest, the bears’ house, etc.
ANALYSISthe comparison and contrast of the content to personal
experience
• How did each bear react to what Goldilocks did?
• How would you react?
• Compare Goldilocks to any of your friends.
• Do you know any animals (pets) that act human?
SYNTHESISthe organization of thoughts, ideas, and information from
the content
• List the events of the story in sequence.• Do you know any other stories about little girls
or boys who escaped from danger?• Make a diorama of the bears’ house and the
forest.• Make a puppet out of one of the characters.
Using the puppet, act out his/her part of the story.
EVALUATIONthe judgment and evaluation of characters, actions,
outcomes, etc., for personal reflection and understanding
• Why were the bears angry with Goldilocks?• Do you think Goldilocks was happy to get home?
Explain your answer.• Do you think she learned anything by going into
the bears’ house? Explain your answer.• Would you have gone into the bears’ house?
Why or why not?
EVALUATION CON’T.
• Do parents have more experience and background than their children? Give an example from your own history.
• Do you think this really happened to Goldilocks? Why or why not?
• Why would a grown-up write this story for children to read?
• Why has the story of Goldilocks been told to children for many, many years?