Blooms-TaxonomyBlooms-TaxonomyBenjamin Bloomn nIn1956,BenjaminBloomheadedagroupofIn1956,BenjaminBloomheadedagroupofeducationalpsychologistsattheUniversityeducationalpsychologistsattheUniversityofChicagoofChicagon nThisgroupdevelopedaclassificationofThisgroupdevelopedaclassificationoflevelsofthinkingbehaviorsthoughttobelevelsofthinkingbehaviorsthoughttobeimportantintheprocessesoflearning.importantintheprocessesoflearning.n nTheassumption:abilitiescanbemeasuredTheassumption:abilitiescanbemeasuredalongacontinuumfromplainandsimpletoalongacontinuumfromplainandsimpletorathercomplex.rathercomplex.Blooms Taxonomyn nEachsubsequentEachsubsequentlevelinthelevelinthetaxonomyistaxonomyisdependantononesdependantononesabilitytoperformatabilitytoperformatthelevelorlevelsthelevelorlevelsthatprecedeit.thatprecedeit.Blooms Taxonomyn nBloomsworknotonlyservedtodefinewhatlearninghadbeenachieved,itcouldalsobeusedtospecifythelearningdesiredinanobjective.Blooms Taxonomyn nKnowledgen nComprehensionn nApplicationn nAnalysisn nSynthesisn nEvaluationKnowledgen nKnowledgelevellearning(akamemorylevel)requiresapersontoexhibitpreviouslylearnedmaterialbyrecallingfacts,terms,basicconceptsandanswers.n nTwolevelsofKnowledge:SimpleKnowledgeSimpleKnowledgeKnowledgeofProcessKnowledgeofProcessKnowledgen nSimpleKnowledge:thecontenttoberememberedinvolvesnomorethanasingleresponsetoaparticularstimulus.n nExample:WhatisthecapitalofAustralia?WhatisthecapitalofAustralia?Knowledgen nKnowledgeofProcess:thecontenttoberememberedisasequenceofsteps.n nExample:ListthestepsusedtodeterminetheListthestepsusedtodeterminethestandarddeviationfromagivensetofstandarddeviationfromagivensetofscores.scores.Comprehensionn nComprehension-demonstratingunderstandingoffactsandideasbyorganizing,comparing,translating,interpreting,givingdescriptionsandstatingmainideas.ComprehensionComprehensionComprehension1+1=2Applicationn nSolvingproblemsbyapplyingacquiredknowledge,facts,techniquesandrulesinagivensituationorinadifferentway.Applicationn nExample:Fromobservingsymptomsofapersonindistress,studentsdeterminewhetherornotcardiopulmonaryresuscitation(CPR)shouldbeinitiated.Applicationn nDonotconfuseapplicationwithknowledgeofprocess:StudentsdemonstrateappropriateStudentsdemonstrateappropriateproceduresforadministeringCPRtoaproceduresforadministeringCPRtoaperson.person.Analysisn nExaminingandbreakinginformationintopartsbyidentifyingmotivesorcauses;makinginferencesandfindingevidencetosupportgeneralizations.Analysisn nExample:Isapigeonareptile,mammal,oravian?Synthesisn nCompilinginformationtogetherinadifferentCompilinginformationtogetherinadifferentwaybycombiningelementsinanewpatternwaybycombiningelementsinanewpatternorproposingalternativesolutions.orproposingalternativesolutions.“True genius is the ability to recognize the “True genius is the ability to recognize the similarities in apparently dissimilar sets, and similarities in apparently dissimilar sets, and the dissimilarities in apparently similar sets.”the dissimilarities in apparently similar sets.”Synthesisn33=3x3x3=27n32=3x3=9n31=3=3n30=?SynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisSynthesisEvaluationn nPresentinganddefendingopinionsbymakingjudgmentsaboutinformation,validityofideasorqualityofworkbasedonasetofcriteria.Example:Proveordisprovethefollowingstatement:“Anynumberdividedbyzeroiszero”Blooms Taxonomyn nStudentswillstatethePythagoreanTheorem(cognitive,simpleknowledge).a2+b2=c2Blooms Taxonomyn nGiventwosidesofarighttriangle,studentsusethePythagoreanTheoremtocalculatethelengthofthethirdside(cognitive,knowledgeofprocess).68CBlooms Taxonomyn nStudentsproperlyusethePythagoreanStudentsproperlyusethePythagoreanTheoremtosolveproblems(cognitive,Theoremtosolveproblems(cognitive,application).application).n n“Whatistheheightoftheschoolsflag“Whatistheheightoftheschoolsflagpole?”pole?”n n“Isthecorneroftheroomsquare?”“Isthecorneroftheroomsquare?”n n“Howmanygallonsofpaintareneededto“Howmanygallonsofpaintareneededtopaintthewallsofthisroom?”paintthewallsofthisroom?”Blooms Taxonomyn nStudentsrecognizethePythagoreanStudentsrecognizethePythagoreanTheoreminvariousforms(cognitive,Theoreminvariousforms(cognitive,analysis).analysis).n nWhatistherelationshipofthePythagoreanWhatistherelationshipofthePythagoreanTheoremtothefollowingtwoequations?Theoremtothefollowingtwoequations?sinsin2 2+cos+cos2 2=1=1Blooms Taxonomyn nDemonstrateamathematicalproofofthePythagoreanTheorem(cognitive,evaluation).Blooms Taxonomyn nGoal:studentswillbeabletomultiplySimpleKnowledge:3x6=18SimpleKnowledge:3x6=18Comprehension:Comprehension:3x6=6+6+6=3+3+3+3+3+3=183x6=6+6+6=3+3+3+3+3+3=18Blooms Taxonomyn nGoal:studentswillbeabletomultiplyApplication:YouandyourfriendsAmy,Application:YouandyourfriendsAmy,Ed,Jill,Pat,andBobwanttogototheEd,Jill,Pat,andBobwanttogotothemovie.Ifticketscost$3each,howmuchmovie.Ifticketscost$3each,howmuchmoneywillthegroupneedtopayforthemoneywillthegroupneedtopayforthemovie?movie?Blooms Taxonomyn nGoal:studentswillGoal:studentswillbeabletomultiplybeabletomultiply Analysis:Analysis:Blooms Taxonomyn nGoal:studentswillGoal:studentswillbeabletomultiplybeabletomultiply Synthesis:DoestheSynthesis:Doestheillustrationillustrationdemonstratethatdemonstratethat3x6=18?3x6=18?1 12 23 31 12 23 34 45 56 6Blooms Taxonomyn nGoal:studentswillbeabletomultiplyGoal:studentswillbeabletomultiply EvaluationEvaluationHereisanexampleofastudentsresponsestoaHereisanexampleofastudentsresponsestoaworksheet.worksheet.1.271.272.382.383.143.144.564.56_x6_x6_x8_x8_x2_x2_x5_x5_ 362362 724724 28 28 400 400DescribetheerrorintheprocessthatthestudentDescribetheerrorintheprocessthatthestudentappearstohaveusedinordertoreachhis/heranswers.appearstohaveusedinordertoreachhis/heranswers.结束结束