Beyond Blooms Taxonomy

TLE DEPARTMENT Peer Teaching By Marlon L. Lalaguna

Objectives
Compare the difference between Blooms, and Anderson and Krathwohls Taxonomy of cognitive domain Identify the different levels of knowledge in the Anderson and Krathwohls Taxonomy Construct test questions for each cognitive level Suggest potential activities and products

THE BLOOMS TAXONOMY

A Flash Back

The Blooms Taxonomy

Blooms Taxonomy is a classication system developed in 1956 by education psychologist Benjamin Bloom to categorize intellectual skills and behavior important to learning. Bloom identied six cognitive levels: knowledge, comprehension, application, analysis, synthesis, and evaluation, with sophistication growing from basic knowledge-recall skills to the highest level, evaluation.

The Blooms Taxonomy

Discussions during the 1948 Convention of the American Psychological Association led Benjamin Bloom to spearhead a group of educators who eventually undertook the ambitious task of classifying educational goals and objectives. Their intent was to develop a method of classification for thinking behaviors that were believed to be important in the processes of learning.

Benjamin Bloom
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The Blooms Taxonomy

Eventually, this framework became a taxonomy of three domains:
The cognitive knowledge based domain, consisting of six levels: (knowledge, comprehension, application, analysis, synthesis, and evaluation) The affective attitudinal based domain, consisting of five levels: (receiving, responding, valuing, organizing, and characterizing) The psychomotor skills based domain, consisting of seven levels: (perception, set, guided response, mechanism, complex overt response, adaptation, and origination)

The Blooms Taxonomy

THE REVISED BLOOMS TAXONOMY

The New Version of the Cognitive Taxonomy

The Revised Blooms Taxonomy

During the 1990's, former student of Bloom, Lorin Anderson, working with one of Blooms partners in the original work on cognition, David Krathwohl, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers. This time "representatives of three groups were present: cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists" (Anderson, & Krathwohl, 2001, p. xxviii).

The Revised Blooms Taxonomy

Lorin W. Anderson
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David R. Krathwohl
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The Revised Blooms Taxonomy

Changes in Terms: The name of six categories were changed from noun to verb forms The subcategories of six major categories were also replaced by verbs and some subcategories were reorganized The knowledge category was renamed and replaced by the word remembering instead. Comprehension and synthesis were retitled to creating and understanding respectively.

The Revised Blooms Taxonomy

Promotion of Create (Synthesis) One notable difference of the classic Blooms taxonomy (1956) from the newer version (2001) is that the last two categories have been reversed. This puts create (synthesis) into the most complex level.

Image source: http://www4.uwsp.edu

The Revised Blooms Taxonomy

Major Difference: The major difference in the updated version is in the more useful and comprehensive additions of how the taxonomy intersects and acts upon different types and levels of knowledge -- factual, conceptual, procedural and metacognitive. This feature has the potential to make teacher assessment, teacher self-assessment, and student assessment easier or clearer as usage patterns emerge.

Comparison of Blooms to Anderson and Krathwohls Cognitive Taxonomy

Blooms Taxonomy (1956) 1. Knowledge: Remembering or retrieving previously learned material. Examples of verbs that relate to this function are:
know identify relate list define recall memorize repeat record name recognize acquire

Anderson and Krathwohls Taxonomy (2001) 1. Remembering: Retrieving, recalling, or recognizing knowledge from memory. Remembering is when memory is used to produce definitions, facts, or lists, or recite or retrieve material.

Comparison of Blooms to Anderson and Krathwohls Cognitive Taxonomy

Blooms Taxonomy (1956) 2. Comprehension: The ability to grasp or construct meaning from material. Examples of verbs that relate to this function are:
restate locate report recognize explain express identify discuss describe review infer conclude illustrate interpret draw represent differentiate

Anderson and Krathwohls Taxonomy (2001) 2. Understanding: Constructing meaning from different types of functions be they written or graphic messages activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

Comparison of Blooms to Anderson and Krathwohls Cognitive Taxonomy

Blooms Taxonomy (1956) 3. Application: The ability to use learned material, or to implement material in new and concrete situations. Examples of verbs that relate to this function are:
apply relate develop translate use operate organize employ restructure interpret demonstrate practice calculate show exhibit dramatize

Anderson and Krathwohls Taxonomy (2001) 3. Applying: Carrying out or using a procedure through executing, or implementing. Applying related and refers to situations where learned material is used through products like models, presentations, interviews or simulations.

Comparison of Blooms to Anderson and Krathwohls Cognitive Taxonomy

Blooms Taxonomy (1956) 4. Analysis: The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood. Examples of verbs that relate to this function are:
analyze compare probe inquire examine contrast categorize differentiate contrast investigate detect survey classify deduce experiment scrutinize discover inspect dissect discriminate separate

Anderson and Krathwohls Taxonomy (2001) 4. Analyzing: Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts.

Comparison of Blooms to Anderson and Krathwohls Cognitive Taxonomy

Blooms Taxonomy (1956) 5. Synthesis: The ability to put parts together to form a coherent or unique new whole. Examples of verbs that relate to this function are:
compose produce design assemble create prepare predict modify tell plan invent formulate collect set up generalize document combine relate propose develop arrange construct organize originate derive write propose

Anderson and Krathwohls Taxonomy (2001) 5. Evaluating: Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy evaluation comes before creating as it is often a necessary part of the precursory behavior before creating something.

Comparison of Blooms to Anderson and Krathwohls Cognitive Taxonomy

Blooms Taxonomy (1956) 6. Evaluation: The ability to judge, check, and even critique the value of material for a given purpose. Examples of verbs that relate to this function are:
judge assess compare evaluate conclude measure deduce argue decide choose rate select estimate validate consider appraise value criticize infer

Anderson and Krathwohls Taxonomy (2001) 6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way or synthesize parts into something new and different a new form or product. This process is the most difficult mental function in the new taxonomy.

Knowledge Dimensions
1. Factual Knowledge is knowledge that is basic to specific disciplines. This dimension refers to essential facts, terminology, details or elements students must know or be familiar with in order to understand a discipline or solve a problem in it. 2. Conceptual Knowledge is knowledge of classifications, principles, generalizations, theories, models, or structures pertinent to a particular disciplinary area.

Knowledge Dimensions
3. Procedural Knowledge refers to information or knowledge that helps students to do something specific to a discipline, subject of study. It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques, and particular methodologies. 4. Metacognitive Knowledge is the awareness of ones own cognition and particular cognitive processes. It is strategic or reflective knowledge about how to go about solving problems, cognitive tasks, to include contextual and conditional knowledge and knowledge of self.

Knowledge Dimensions
Here are the intersections as the processes impact the levels of knowledge. Using a simple cross impact grid or table like the one below, one can match easily activities and objectives to the types of knowledge and to the cognitive processes as well.

Source: http://www4.uwsp.edu

Knowledge Dimensions
3. Procedural Knowledge refers to information or knowledge that helps students to do something specific to a discipline, subject of study. It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques, and particular methodologies. 4. Metacognitive Knowledge is the awareness of ones own cognition and particular cognitive processes. It is strategic or reflective knowledge about how to go about solving problems, cognitive tasks, to include contextual and conditional knowledge and knowledge of self.

Lets Dig In!

SAMPLE TEST QUESTIONS AND ACTIVITIES WITH THE REVISED BLOOMS TAXONOMY

Sample Questions
Questions for Remembering
What happened after...? How many...? What is...? Who was it that...? Can you name ...? Find the meaning of Describe what happened after Who spoke to...? Which is true or false...?

Sample Questions
Questions for Understanding
Can you write in your own words? How would you explain? Can you write a brief outline...? What do you think could have happened next...? Who do you think...? What was the main idea...? Can you clarify? Can you illustrate? Does everyone act in the way that .. does?

Sample Questions
Questions for Applying
Do you know of another instance where? Can you group by characteristics such as? Which factors would you change if? What questions would you ask of? From the information given, can you develop a set of instructions about?

Sample Questions
Question for Analyzing
Which events could not have happened? If. ..happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Why did...changes occur? Can you explain what must have happened when...? What are some or the problems of...? Can you distinguish between...? What were some of the motives behind..? What was the turning point? What was the problem with...?

Sample Questions
Questions for Evaluating
Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...? What changes to.. would you recommend? Do you believe...? How would you feel if. ..? How effective are. ..? What are the consequences..? What influence will....have on our lives? What are the pros and cons of....? Why is ....of value? What are the alternatives? Who will gain & who will loose?

Sample Questions
Questions for Creating
Can you design a...to...? Can you see a possible solution to...? If you had access to all resources, how would you deal with...? Why don't you devise your own way to...? What would happen if ...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...?

Using the 4 Knowledge Dimensions

Specialization: TLE-ICT IV (Web Designing through HTML) Question No. 1: He is considered as the father of WWW? A. Tim Berners-Lee B. Bill Gates C. Pat Beirne

Cognitive Processes
The Knowledge Dimensions
1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create

Factual Conceptual Procedural Metacognitive

Q1

Using the 4 Knowledge Dimensions

Specialization: TLE-ICT IV (Web Designing through HTML) Question No. 2: You need to display the font as Monotype Corsiva, 4 pts. and with underline style. Which line of codes will generate this correctly? a. <font face=Monotype Corsiva size=4>Font</font> b. <font face=Monotype Corsiva size=4<Font>/font> Cognitive Processes
The Knowledge Dimensions
1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create

Factual Conceptual Procedural Metacognitive

Q2

Using the 4 Knowledge Dimensions

Specialization: TLE-ICT IV (Web Designing through HTML) Question No. 3: Which of the following is TRUE about Internet technology? a. There is one single person that governs the WWW. b. TCP/IP is the means of communication between two or more computers Cognitive Processes
The Knowledge Dimensions
1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create

Factual Conceptual Procedural

Q3

Metacognitive

Using the 4 Knowledge Dimensions

Specialization: TLE-ICT IV (Web Designing through HTML) Question No. 4: How would you edit this line of code to display the image properly? <img scr=../my pictures/cutee.jpg alt=cutee border=4> a. Change the value for alt as number in pixel b. Change scr attribute to src Cognitive Processes
The Knowledge Dimensions
1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create

Factual Conceptual Procedural

Metacognitive

Q4

Using the 4 Knowledge Dimensions

Specialization: TLE-ICT IV (Web Designing through HTML) Question No. 5: Which of the following should be followed in web site development. a. Use contrasting colors against foreground color b. Work within one directory with subfolders for supporting files Cognitive Processes
The Knowledge Dimensions
1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create

Factual Conceptual Procedural

Q5

Metacognitive

Potential Activities and Products

Remembering
Make a list of the main events of the story Make a time line of events Make a facts chart Write a list of any pieces of information you can remember Make a chart showing Make an acrostic Recite a poem.

Potential Activities and Products

Understanding
Cut out, or draw pictures to show a particular event Illustrate what you think the main idea may have been Make a cartoon strip showing the sequence of events Write and perform a play based on the story Retell the story in your own words Write a summary report of the event Prepare a flow chart to illustrate the sequence of events Make a coloring book

Potential Activities and Products

Applying
Construct a model to demonstrate how it works Make a diorama to illustrate an event Make a scrapbook about the areas of study Make a papier-mch map / clay model to include relevant information about an event Take a collection of photographs to demonstrate a particular point Make up a puzzle or a game about the topic Write a textbook about this topic for others Dress a doll in national costume Make a clay model Paint a mural using the same materials Design a marketing strategy for your product using a known strategy as a model.

Potential Activities and Products

Analyzing
Design a questionnaire to gather information Write a commercial to sell a new product Make a flow chart to show the critical stages Construct a graph to illustrate selected information Make a family tree showing relationships Devise a play about the study area Write a biography of a person studied Prepare a report about the area of study Conduct an investigation to produce information to support a view Review a work of art in terms of form, color and texture.

Potential Activities and Products

Evaluating
Prepare a list of criteria to judge Conduct a debate about an issue of special interest Make a booklet about five rules you see as important Convince others Form a panel to discuss views Write a letter to. ..advising on changes needed Write a half-yearly report Prepare a case to present your view about...

Potential Activities and Products

Creating
Invent a machine to do a specific task Design a building to house your study Create a new product. Give it a name and plan a marketing campaign Write about your feelings in relation to... Write a TV show play, puppet show, role play, song or pantomime about Design a record, book or magazine cover for... Sell an idea Devise a way to... Make up a new language and use it in an example.

Potential Activities and Products

Creating
Invent a machine to do a specific task Design a building to house your study Create a new product. Give it a name and plan a marketing campaign Write about your feelings in relation to... Write a TV show play, puppet show, role play, song or pantomime about Design a record, book or magazine cover for... Sell an idea Devise a way to... Make up a new language and use it in an example.

Quotes to Ponder:
If we teach todays students as we taught yesterdays, we rob them of tomorrow. ~John Dewey Learning is always rebellion... Every bit of new truth discovered is revolutionary to what was believed before. ~Margaret Lee Runbeck

THANK YOU FOR LISTENING!

God Bless Us All

References
Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA (Pearson Education Group) Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green Online: http://www.lbschools.net/rogers/pdf/bloom.pdf http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm