bbi3420 pjj 2009/2010 dr. zalina mohd. kasim. bloom’s taxonomy of educational objectives (1956)...

BBI3420 PJJ 2009/2010 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 a good 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 skills from the lower levels.


Knowledge Comprehension Application Analysis Synthesis Evaluation


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 forms the foundations for all other stages. It involves the recall of specifics, that is being able to remember previously learned material by recalling facts, terms, basic concepts, principles, formulas and answers. Tasks involves naming, defining, listing, recognising and identifying.



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, giving description, and stating main ideas. Basically, this level involves understanding the meaning of remembered materials or information and being able to demonstrate it by explaining in your own words or citing examples etc. Tasks involves recognising main ideas or themes, drawing references and determining implications.



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 abstract concepts in concrete situations. At this level, you must be able to use information in a new context to solve a problem, to answer a question and/or to perform another task. You may be applying rules, principles, formulas, theories, concepts or procedures. Thus, you learn to solve problems by applying acquired knowledge, facts, techniques and rules in a different way. Tasks involve the application of a principle and transfer of knowledge to a new situation.



4 ANALYSIS Key Words:analyse, classify, divide, categorise, compare, contrast, examine, group, sequence, distinguish, relationships, assume, conclude, simplify, distinction Sample Question Type:Can you make a distinction between …?How can you categorise …?What is the relationship …?What can you conclude from …?

This level involves examining and breaking information into parts by identifying motives or causes, making inferences and finding evidence to support generalisations. Thus, you are breaking information into its parts and explaining the relationship between the parts. Tasks may involve distinguishing facts from opinions, recognising patterns and relationships.



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 parts or information together to form a new whole, pattern or structure that did not previously exist.

Tasks may include invention of an original idea model, proposition of a new way to do something and perhaps even creation of a plan to achieve a major 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 the outcomes…?- What is your opinion?- How would you evaluate …?- What judgment would you make about …?- What is your assessment of this statement?

This level involves presenting and defending opinion by making judgment about information, validity of ideas or quality of work based on a set of criteria.

Tasks may involve judging accuracy, debating a topic or deciding between proposals for reaching 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’s chair the best. Application – Demonstrate what Goldilocks would use

if she came to your house. Analysis – Compare this story to reality. What events

could not really happen. Synthesis – Propose how the story would be different

if it were Goldilocks and the Three Fish. Evaluation – Judge whether Goldilocks was good or

bad. Defend your opinion.


Using the story, Little Red Riding Hood…

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 placing Red 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. Cut them apart and sequence them in proper order.


4. Comprehension

5. Knowledge

6. Analysis


bbi3420 pjj 2009/2010 dr. zalina mohd. kasim. bloom’s taxonomy of educational objectives (1956)...

Documents

kasim slide

zalina mohd

knowledge key words

application key words

cognitive level

analysis key words

sample question type

cognitive skills