Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

Blooming Materials

Aligning Learning, Teaching and
Assessment Goals by the
application of Bloom’s Taxonomy

Caveat!
• In any study related to the brain or mind, we
are using the mind to measure itself
• Neurologists and biologists working at the
level of the neuron do not know exactly how
the brain functions
• Nobody can claim this is how something
works, when talking about the mind,
everything is filtered through the individual’s
personal experience, knowledge and
perceptions of their own mind/brain and how
it works for them in relation to others

What is a taxonomy?
• A taxonomy is a system of classification
which provides a unique (i.e. single)
point within the system for every item
which is to be classified

Example: the system used to identify
living organisms, plants, animals, etc.
identifies modern-day human beings as
homo sapiens sapiens

Why a Taxonomy for Educators?

• Standards
• Handling a large number of seeming
vague or disconnected objectives
• A framework for learning, teaching and
assessing both the effectiveness of
instruction and the abilities of the
students

Bloom’s Original Taxonomy
• Cognitive • Knowledge
• Affective • Attitudes
• Psychomotor • Skills

The Cognitive Domain
Evaluation recommend, judge, summarize

Synthesis create, invent, hypothesize

Analysis separate, compare, analyse

Application use, apply, demonstrate

Comprehension write, explain, justify

Knowledge define, name, describe

Modifications to the original

Note the change from Nouns to Verbs [e.g., Application to Applying] to
describe the different levels of the taxonomy. Note that the top two
levels are essentially exchanged from the Old to the New version.
Source: http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

The Knowledge Domain

Knowledge
Remembering Understanding Applying Analysing Evaluating Creating
Domain

1. Knowledge of terminology
Factual 2. Knowledge of specific details and
elements


Knowledge
Domain
1. Knowledge of classifications and
categories
Conceptual
2. Knowledge of principles and
generalizations
3. Knowledge of theories, models, and
structures


Knowledge
Domain
1. Knowledge of subject-specific skills
and algorithms
Procedural
2. Knowledge of subject-specific
techniques and methods
3. Knowledge of criteria for determining
when to use appropriate procedures


Knowledge
Domain

1. Strategic knowledge
2. Knowledge about cognitive tasks,
Metacognitive including appropriate contextual and
conditional knowledge
3. Self-knowledge


Knowledge
Domain Remember

Factual

Conceptual
1. Recognizing
Procedural 2. Recalling

Metacognitive


Knowledge
Domain Understand

Factual 1. Interpreting
2. Exemplifying
Conceptual
3. Classifying
Procedural
4. Summarizing
5. Inferring
Metacognitive
6. Comparing
7. Explaining


Knowledge
Domain Apply

Factual

Conceptual
1. Executing
Procedural 2. Implementing

Metacognitive


Knowledge
Domain Analyse

Factual

Conceptual
1. Differentiating
2. Organizing
Procedural
3. Attributing
Metacognitive


Knowledge
Domain Evaluate

Factual

Conceptual
1. Checking
Procedural 2. Critiquing

Metacognitive


Knowledge
Domain Create

Factual

Conceptual
1. Generating
2. Planning
Procedural
3. Producing
Metacognitive

The “Complete” Picture
Knowledge
Remember Understand Apply Analyse Evaluate Create
Domain
Factual List Summarize Classify Order Rank Combine

Conceptual Describe Interpret Experiment Explain Assess Plan

Procedural Tabulate Predict Calculate Differentiate Conclude Compose

Appropriate
Metacognitive use
Execute Construct Achieve Action Actualize

Why a Taxonomy for Educators?

Objectives
• Global • All students will start
school ready to learn
• Educational • The ability to read musical
scores
• Instructional • The students learn to
solve quadratic equations

What’s the relationship?
Level of Objective
Global Educational Instructional

Scope Broad Moderate Narrow

Time needed One or more years
Weeks or monthsr Hours or days
to learn (often many)

Purpose or
Provide vision Design curriculum Plan lessons
function
Plan daily
Plan a multi-year Plan units of
activities,
Example curriculum for instruction, e.g. the
experiences, and
elementary reading Romans in Britain
exercises

Caveat 2!
• Be careful not to confuse an instructional
objective with the activity used to carry it out
• Compare these two teachers’ statements:
My students are going to learn how dominant
and recessive genes explain the differential
inheritance of some characteristics in brothers
and sisters
My students are going on a field trip to the zoo

Four Important Questions
• Learning – What is important for students to learn in the
limited school and classroom time available?
• Instruction – How does one plan and deliver instruction
that will result in high levels of learning for large numbers
of students?
• Assessment – How does one select or design assessment
instruments and procedures that provide accurate
information about how well students are learning?
• Alignment – How does one ensure that objectives,
instruction, and assessment are consistent with one
another?

Where next?
• As a starting point, the online Wiki about
Bloom’s Taxonomy has some useful links to
click.
• Anderson and Krathwohl (2001) is also very
readable, whatever your position as an
educator within the school system
• You can e-mail me if you have any questions:
colin_sumikin@yahoo.co.uk
(Please put THT Phil in the subject line)

Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy

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Blooming Materials: Aligning Learning, Teaching and Assessment Goals by the application of Bloom’s Taxonomy