Bloom's Workshop

Aligning Assessments, Objectives, and Instruction Using

the Revised Bloom’s Taxonomy

http://www.slideshare.net/ttianna/blooms-workshop

Slideshare

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

Lorin W. Anderson and David R. KrathwohlISBN 0-8013-1903-X

At the end of this workshop, you will be able to:

◦ Classify performance verbs based on the Cognitive Process Dimension

of Bloom’s Revised Taxonomy.

◦ Classify types of learning based on the Knowledge Dimension of

Bloom’s Revised Taxonomy.

◦ Identify appropriate types of assessments for each level of Bloom’s.

◦ Identify key words in a state standard that will help you write

objectives and valid assessments.

◦ Use the Bloom’s grid to identify holes in existing instruction.

◦ Analyze standards and objectives to create meaningful assessments.

Objectives

Think about a lesson/training you have delivered or participated in that was particularly effective. What do you think made it so effective?

Now think about one that was particularly ineffective. What do you think made it so ineffective?

What Works

Often, the lack of effectiveness of a lesson/training can be attributed to misalignment.◦ There is too much reading◦ The instruction isn’t relevant to my life/job◦ There was stuff on the test I didn’t learn◦ There were “trick” questions◦ The training didn’t result in improved workplace

performance

Alignment:◦ Need - Objectives – Instruction – Practice - Assessment

Alignment

Create correct answers based on knowledge of a reading selection.

Apply use of ideas and details to creation of correct answers.

Evaluate information within the question to determine the best possible answer.

Verb-focused Faux Pas

What do I want learners to be able to do? (the learning question) How will they show me they can do it? (the assessment question) What tools/knowledge/skills do they need to

do it? (the instruction question)

Backwards Design

Hook Objectives and Assessment introduction For each objective:

◦ Instruction/Content◦ Guided Practice

Summary Independent Practice Check for Understanding/Review Assessment Review and Generalizations to enhance

transfer

Lesson Model

Bloom’s Taxonomy

Specific Measurable Acceptable to stakeholders Realistic to achieve Time-bound with a deadline

SMART Objectives

The student will learn to distinguish among confederal, federal, and unitary systems of government.

Verb: distinguish (cognitive process) Noun: confederal, federal, and unitary

systems of government (knowledge) Analyze, Conceptual Knowledge

Placing objectives in the grid

OBJ

What system of government is this? How do you know it is the type of system

you say it is? What changes would need to be made to

transform this system into the other two systems?

Aligning assessment

OBJ

Assessment

Definitions Examples and Non-examples Diagrams

Aligning Instruction

Instruction

OBJInstruction

Assessment

Instruction

The student will learn to differentiate between rational numbers and irrational numbers.

Verb: differentiate (analyze) Noun: rational numbers and irrational

numbers (conceptual) Analyze, Conceptual Knowledge

Placing objectives in the grid

OBJ

To what number system, rational or irrational, do all of these numbers belong?

How do you know it is the type of number set you say it is?

How could you change each number so it is an example of the other number system?

Aligning assessment

OBJ

Assessment

Definitions Examples and Non-examples Diagrams

Aligning Instruction

Instruction

OBJInstruction

Assessment

Instruction

Learners will know airport codes Verb: Know

◦ Remember or Understand? Remember Noun: Airport Codes (factual) Remember, Factual Knowledge

Placing objectives in the grid

OBJ

Matching Multiple Choice Short answer

Aligning assessment

OBJAssessment

Definitions Rehearsal Mnemonics Lots and lots of practice

Aligning Instruction

OBJAssessmentInstruction

Instruction

Students will write a literary analysis of Moby Dick, explaining and evaluating how the author uses of metaphor and characterization to advance the moral of the story.

Verb: write, explain, evaluate Noun: literary analysis, use of metaphor and

characterization Apply, Analyze, Evaluate, Create Conceptual and Procedural Knowledge

Placing objectives in the grid

OBJ

OBJ

OBJOBJ OBJ

Students will write a literary analysis of Moby Dick, explaining and evaluating how the author uses of metaphor and characterization to advance the moral of the story.

Need a rubric Rubric should reflect the elements of the

objective

Aligning assessment

OBJ

OBJ

OBJOBJAssessment

OBJ

Definitions Examples and modeling Learner guidance with scaffolding Iterative assessment

Align Instruction

OBJ

OBJ

OBJOBJAssessment

OBJ

Instruction

Instruction

Instruction

Instruction

Instruction

Instruction

Instruction Instruction

Recognize sexual harassment in the workplace

Verb: Recognize (Remember?) Verb: Evaluate Noun: sexual harassment (Factual?) Evaluate, Conceptual Knowledge

Placing objectives in the grid

OBJ

Describe the criteria that constitutes sexual harassment.

Scenarios

Aligning assessment

OBJAssessment Assessment

Assessment?

Assessment

Definitions Examples and non-examples Scenarios

Aligning Instruction

OBJAssessment Assessment

Assessment?

AssessmentInstruction

Instruction Instruction

Learners will list the steps in the customer service escalation process.

List (Remember) Steps (Factual Knowledge) Learners will explain the steps in the customer service

escalation process Explain (Understand) Steps (Conceptual Knowledge) Learners will use the steps in the customer service

escalation process to deal with a customer complaint call. Use (Apply) Steps (Factual Knowledge, Conceptual Knowledge,

Procedural Knowledge)

Placing Objectives in the Grid

Explain different elements of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery in a literary selection. (Reading, Grade 9, Strand 2, Concept 1, PO 2)

State Standards - Reading

Justify with examples the relation between the number system being used (natural numbers, whole numbers, integers, rational numbers and irrational numbers) and the question of whether or not an equation has a solution in that number system.

(Grades 9-10, Strand 1, Concept 1, PO 1)

State Standards - Math

Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring).

(High School, Strand 1, Concept 1, PO 4)

State Standards - Science

Use appropriate maps and other graphic representations to analyze geographic problems and changes over time.

(High School, Strand 4, Concept 1, PO 3)

State Standards – Social Studies

Training Need/Instructional Goal Objective

◦ Verb◦ Noun

Align Instruction Align Assessment

Your Examples

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