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Module-16 - Notes for edck
Bachelor of Secondary Education (President Ramon Magsaysay State University)
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Module 16: The Revised Bloom’s Taxonomy of Educational Objectives
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I. Objectives
Formulate learning outcomes reflecting the different level of the
revised taxonomy.
Explore the use of technology apps in applying the revised
taxonomy.
II. Lecture
Benjamin Bloom (1913-1998) - He was the Associate Director of the
Board of Examination in the University of Chicago. They needed a way
of classifying questions shared by faculty members to form a test bank.
For six years, from 1948 to 1956, he led a group of experts to come up
with framework to classify objectives.
Old Taxonomy
In 1956, The Taxonomy of Education Objectives: The Classification of
Education Goals
Handbook I: Cognitive
Domain was established.
Initially, the purpose was
simply to have a
framework to classify test
questions that faculty
members shared.
Eventually, it became so
relevant and useful in
education. Since then, it
has been used in planning
the curriculum, planning
learning activities and
assessment. Bloom and his colleagues published Handbook II, The
Affective Domain in 1964. Eventually, other experts published taxonomy
for the psychomotor domain in 1966, 1970 and 1972.
Bloom’s taxonomy was a model that described the different levels
of learning outcomes that target what skills and competencies the
teachers aim to develop in the learners. The taxonomy in the cognitive
domain contains the levels from knowledge to evaluation. The six levels
progress from simple to more complex levels of thinking, the last three
being referred to as “higher-order thinking skills” or HOTS!
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To facilitate learning, we begin teaching with facts, stating
memorized rules, principles or definitions (knowledge), which must lead
to understanding concepts, rules and principles (comprehension). But we
should not end here.
A proof of the comprehension of the concept and principles is
using them in real-life situations (application). For an in-depth
understanding and mastery of these applied concepts, rules and
principles, these are broken down into parts (analysis). Students may
compare, contrast, classify, further investigate, etc. the actions now
reflect a higher level of thinking.
A still higher level of thinking is when students put together
elements of what has been learned in a new way (synthesis). They come
up with a holistic, complete, more integrated, or even a new view or
perspective of what was learned
With full grasp of what was learned, the students can now assess
or judge, based on a set of standards, on what they have learned
(evaluation).
The cognitive domain levels or thinking levels also have
subcategories except for that of application. The table shows the original
taxonomy with its levels, subcategories and sample verbs.
The Original Bloom’s Taxonomy
Cognitive Domain Levels and their Subcategories
Sample Verbs
I. Knowledge Define, describe, draw, identify,
[Link] of specifics label, locate, memorize, name,
[Link] recite, recognize, select, state,
[Link] facts write
[Link] of ways and means of
dealing with the specifics
[Link]
[Link] and sequences
[Link] and categories
[Link]
[Link]
1.3. Knowledge of universals and abstractions
in the field
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[Link] and generalization
[Link] and structures
[Link] Paraphrase, summarize, restate,
retell, illustrate
[Link]
[Link]
2.3 extrapolation
3. Application Apply, change, prepare, produce,
4. Analysis analyze, subdivide, take apart,
investigate, compare, contrast,
4.1 element infer
4.2 relationship
4.3 organizational principles
5. Synthesis Combine, organize, design,
formulate
5.1 production of unique communication
5.2 production of plan, or proposed set of
operation
5.3 derivation of a set of abstract relation
6. Evaluation Asses, appraise, critique, judge,
recommend
6.1 in term of internal evidence
6.2 in term of external evidence
Revise Taxonomy
After 45 years since the publication of bloom's taxonomy. Lorin Anderson (Bloom’s
former student) in David Krathwohl led a new group of experts to work together. The
result was what is now called the revised taxonomy. Below are the salient differences
between the old and the revised taxonomy.
Below are the salient differences between the old and the revised taxonomies
1. Level of categories of thinking in the old taxonomy where nouns while in the
reverse taxonomy they are verbs. The use of action words instead of line was
done to highlight that thinking is an active process. For example evaluate
instead of evaluation or analyze instead of analysis.
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2. While the reverse taxonomy remains to be in hierarchical level of
increasingly complexity, it is intended to be more flexible, in that it allows the
categories to overlap. For example some action word in understand level,
like explain may appear to be more complex than the action word, show in the
apply level. However when we look into the six level from remember to
create, we still find that, overall, the taxonomy proceed in hierarchical order.
3. The knowledge level has changed to remember. The change was made
because knowledge does not refer to a cognitive or thinking level. Knowledge
is the object of thinking. Remember is a more appropriate word for the first
thinking level which involves recalling and retrieving knowledge.
4. The comprehension level was changed to understand. The teachers are
likely to use the word understand then referring to their work rather than
comprehension.
5. Synthesis was change to create and was placed as the highest level.
6. The cognitive domain now includes two dimensions: the cognitive dimension
and knowledge dimension. The knowledge dimension of reverse taxonomy
was based on subcategories of knowledge in the old taxonomy.
Bloom's Taxonomy Cognitive Domain
Blooom's Taxonomy Cognitive
Domain
Old Taxonomy (one Revised Taxonomy
dimension) (two dimwnsion)
Cognitive Knowledge
Dimension Dimension
1. Knowledge 1. Remember Factual
2. Comprehension
2. Understand Conceptual
3. Application
3. Apply Procedural
4. Analysis
4. Analyze Metacognitive
5. Synthesis
5. Evaluate
6. Evaluation
6. Create
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Figure1. The Old and the Revised Taxonomy
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The Revised Taxonomy with Two Dimension of the Cognitive
Domain (Krathwohl 2002)
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The revised taxonomy highlight two dimensions: the cognitive and the knowledge
dimensions. The cognitive dimension includes the hierarchical or ordered level of
thinking. The thinking level moves from the simplest to the most complex the level are
remember, understand, apply, analyze, evaluate and create.
The knowledge dimension includes four categories: factual, conceptual,
procedural, metacognitive. The knowledge that teachers came to teach and the student
aim to learn can be about facts, concepts, procedures and metacognitive knowledge
When you formulate learning objectives, you consider what level of thinking (cognitive)
you want your student to achieve, and also what type of knowledge it is you want to
teach.
When we write a learning objective, the level of thinking is represented by the
verb, while the knowledge dimensions is presented by noun. In the example, "at the end
of the lesson, the learner will be able to: explain the photosynthesis process," explain is
the action word which is fall under the second cognitive dimension level understand,
and photosynthesis is the noun that will fall under procedural knowledge.
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Practical Guide in Using the Revised Taxonomy
Cognitive Dimension Sample Action Words Suggested Activities,
Levels Outputs or Outcomes
Remember Recall Describe Recitation, worksheets,
(recalling information) Name Locate definition, facts, charts,
List Write lists
State Find
Tell Underline
Reproductive Define
Understand Explain Describe Story problems, drawing
(explaining information Translate Define show and tell, summary,
and concepts) Interpret Report paraphrasing
Discuss Predict
Apply Use Practice Presentation, role-playing.
(using information in a Solve Execute Simulation, collection,
new way) Implement Demonstrate model, scrapbook, product
Construct Dramatize
Analyze Compare Contrast Chart, plan, questionnaire,
(distinguishing different Distinguish Separate spreadsheet, summary,
parts of a whole) Investigate Differentiate survey
Infer Sequence
Evaluate Assess Appraise Opinion, judgment,
(defending a concept or Debate Check recommendation, report,
idea) Defend Decide self-evaluation, position
Dispute Justify paper, critique
Judge Rate
Create Change Invent Framework, model, story,
(creating something new) Design Devise multimedia presentation,
Formulate Generate poem, haiku, song, essay
Improve Compose
Plan Combine
Propose
Uses of Revised Taxonomy
The revised taxonomy provide a framework that help educators in the following ways:
1. It provides educator with a common set of term and levels about learning outcomes
that help in planning across subject matter in grade levels.
2. It helps the dropping of learning standard across levels
3. It serves as guide in evaluating the school's curriculum objectives, activities and
assessment
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4. It guides the teacher in formulating learning outcomes that top higher order thinking
levels.
Quiz
From the module on the Transfer of learning, I learned that……
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