Unit 4 Bloom Taxonomy

8/3/2019 Unit 4 Bloom Taxonomy

http://slidepdf.com/reader/full/unit-4-bloom-taxonomy 1/15

BBI3420 PJJ 2010/2011 Dr. Zalina Mohd. Kasim



Bloom’s taxonomy of Educational Objectives (1956)

provides 6 levels of thinking and questioning. A close

study of the 6 levels indicates that the taxonomy is agood guide for developing and constructing Critical

Thinking Questioning Strategies and for fostering

effective teaching and learning.




It is designed to help you understand the cognitive level

at which you must be able to process information and

what complex thinking skills would be necessary.

In short, Bloom’s taxonomy is a hierarchical system of

ordering thinking skills from lower order to higher order,

with the higher levels including all of the cognitive skillsfrom the lower levels.




KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation




Level Bloom’s Categories Definition

1 KNOWLEDGE

Key words: who, what, when, why,Which, how, omit, choose,find, define, label, show list,spell, match, name, recall,relate, etc.

Sample Question Type: Why do you think that …? What is …? Name the … List them in …

Is the most basic level of

cognitive development and formsthe foundations for all otherstages.

It involves the recall of specifics,that is being able to rememberpreviously learned material byrecalling facts, terms, basicconcepts, principles, formulasand answers.

Tasks involves naming, defining,listing, recognising andidentifying.





2 COMPREHENSION

Key Word: compare, contrast, describe,infer, demonstrate, translate,explain, relate, interpret,illustrate, classify, outline,summarise, etc

Sample Question Type: How would you classify …? Explain the process of … How would you summarise…?

Is the stage where you begin the

process of organising,comparing, extrapolating,translating, interpreting, givingdescription, and stating mainideas. Basically, this levelinvolves understanding themeaning of rememberedmaterials or information andbeing able to demonstrate it byexplaining in your own words orciting examples etc.

Tasks involves recognising mainideas or themes, drawingreferences and determiningimplications.





3 APPLICATION

Key Words: Plan, apply, choose,develop, draw, construct,

solve, select, organise

Sample Question Type:How would you solve …? Develop a … What would you include in a

summary …?

Calls for the use of abstractconcepts in concrete situations. Atthis level, you must be able to useinformation in a new context tosolve a problem, to answer aquestion and/or to perform another

task. You may be applying rules,principles, formulas, theories,concepts or procedures.

Thus, you learn to solve problemsby applying acquired knowledge,

facts, techniques and rules in adifferent way.

Tasks involve the application of aprinciple and transfer of knowledge

to a new situation.BBI3420 PJJ 2010/2011 Dr. Zalina Mohd. Kasim






5 SYNTHESIS

Key Words:Compose, compile, combine,create, construct, formulate,imagine, propose, solve, discuss,solution, change, modify,improve, elaborate, design, adapt

Sample Key Question Type:- Can you propose an

alternative …? - In what way would you design

…? - How would you adapt … to

make it better?- Could you elaborate

on the reason …?

This level involves putting partsor information together to form anew whole, pattern or structure

that did not previously exist.

Tasks may include invention ofan original idea model,proposition of a new way to do

something and perhaps evencreation of a plan to achieve amajor goal.





6 EVALUATION

Key Words:evaluate, judge, justify, prove,disprove, value, assess, defend,choose, determine, compare,support, rate recommend

Sample Question Type:

- Do you agree with theoutcomes…?

- What is your opinion?

- How would you evaluate …?

- What judgment would youmake about …?

- What is your assessment ofthis statement?

This level involves presentingand defending opinion by making

judgment about information,validity of ideas or quality of workbased on a set of criteria.

Tasks may involve judgingaccuracy, debating a topic or

deciding between proposals forreaching a target or goal.




Using the story Goldilocks and the Three Bears Knowledge – List the items used by Goldilocks while she was

in the Bears’ house.

Comprehension – Explain why Goldilocks liked Baby Bear’schair the best.

Application – Demonstrate what Goldilocks would use if shecame to your house.

Analysis – Compare this story to reality. What events couldnot really happen.

Synthesis – Propose how the story would be different if itwere Goldilocks and the Three Fish.

Evaluation – Judge whether Goldilocks was good or bad.Defend your opinion.




Using the story, Little Red RidingHood…

Illustrate the main idea of the story on a poster. Rank the characters from best to worst and

explain how you ranked them.

Create a new story by placingRed in a modern-day city.




1. Application

2. Evaluation

3. Synthesis




Using the story, Little Red Riding Hood :

Describe what Red did when she first saw the

Wolf. Tell what happened to the grandmother in the

story.

Write out the main events in the story. Cutthem apart and sequence them in properorder.




4. Comprehension

5. Knowledge

6. Analysis


Documents

Unit 4 Bloom Taxonomy