BLOOM’S REVISED TAXONOMY OF EDUCATIONAL OBJECTIVES

1. BLOOM’S REVISED TAXONOMY OF EDUCATIONAL OBJECTIVES Virginia Albing ADED 6453

2. TWO TAXONOMIES • Cognitive Process and Knowledge Dimension – a taxonomy for assessing cognitive processes and acquired knowledge • Affective Domain – a taxonomy for assessing emotions, attitudes, and values

3. COGNITIVE AND KNOWLEDGE DOMAIN • Knowledge Domain – contains the objectives that require remembering. • Cognitive Domain – contains the objectives that require thinking.

4. TYPES OF KNOWLEDGE • Factual Knowledge – The basic elements students must know to be familiar with the subject being taught. • i.e. vocabulary of Bloom’s taxonomy • Conceptual Knowledge – The relationship of the basic elements of the subject • i.e. the order that the terms appear in the taxonomy and how they relate to each other

5. THE KNOWLEDGE DIMENSION CONT’D • Procedural Knowledge – The methods, criteria, techniques for using skills • i.e. knowing where to put information in the taxonomy so that objectives of the course are met • Metacognitive Knowledge – The knowledge of being aware of oneself and how one relates to the subject matter • i.e. knowing what one knows about the taxonomy and how to apply the knowledge

6. COGNITIVE DIMENSION • Cognitive dimension organizes the process of understanding. • The cognitive process dimension and the knowledge dimension are combined to create a table which is filled in with the desired objectives.

7. COGNITIVE DIMENSION“REMEMBERING” • Remembering – to be able to recognize and recall information that is consistent with the material being taught. • i.e. recalling facts about Bloom’s taxonomy such as the names of the different domains and what defines a particular domain

8. COGNITIVE DIMENSION“UNDERSTAND” • Understand – to be able to construct meaning from the instruction in the form of written, oral or graphic communication • Involves interpreting material by paraphrasing, translating, summarizing • i.e. restate the concepts of the taxonomy in a research paper 

9. COGNITIVE DIMENSION “APPLY” • Apply – applying the information to an unfamiliar situation. In other words, implementing the new knowledge • i.e. using this theory of learning in constructing a class lesson

10. COGNITIVE DIMENSION“Analyze” • Analyze – To break up the information into parts. Understanding how the parts work together • Involves differentiating relevant from irrelevant information, or deciding how the parts function within a bigger structure. • i.e. being able to understand the hierarchical nature of the taxonomy.

11. COGNITIVE DIMENSION“Evaluate” • Evaluate – to be able to make judgments about the information • i.e. realizing that the taxonomy does not necessarily add value to all learning situations at all times but that it is useful in certain situations

12. COGNITIVE DIMENSION“Create” • Create – Using the information to create a new pattern or structure or alternative with the information • i.e. applying the taxonomy to GED curriculum to ensure that students are meeting the reading objectives for the GED tests.

13. AFFECTIVE TAXONOMY • A classification based on the affective domain. • Teaching is frequently based on cognitive skills but not on affective skills. • This taxonomy provides a way for evaluating attitudes, values and emotions

14. AFFECTIVE DOMAINLevel One • Receiving – characterized by demonstrating a willingness to learn, and understanding the importance of learning, is engaged in what is happening. • i.e. I read about the taxonomy in a textbook for another class. My interest was stimulated because I felt there was value in ordering thinking skills when learning something new

15. AFFECTIVE DOMAIN Level Two • Responding – the student reacts to what is being taught by showing interest. • i.e. participating in discussions, reading assignments etc. In this case, I researched Bloom’s taxonomy to find out more information

16. AFFECTIVE DOMANLevel Three • Valuing – a student accepts a principle by taking a position. The student sees value or worth in the subject, assignment or activity. At this level, the student responds because he or she has made a decision on their own not because it is required of them. • i.e. I saw that the taxonomy could be applied to any discipline in a formal educational setting across all teaching levels

17. AFFECTIVE DOMAIN Level Four • Organizing – the student can put together different information and ideas and compare them and relate them to what has been learned. • i.e. I compared the affective domain with other models such as Knowles. I considered how adults become self-directed and independent. I considered how the taxonomy is valuable in SDL because one can gage the level of one’s own competence in the subject one is learning by comparing what one knows with the taxonomy.

18. AFFECTIVE DOMAIN Level Five • Characterizing – the student holds a value or belief that influences their behavior so that it becomes a personal characteristic. • i.e. There are advantages and disadvantages in compartmentalizing educational objectives. Instructors have to rely on students evaluations of themselves with the affective domain. The cognitive domain can provide instructors with a way to organize course objectives and know what level of learning students have attained. These are valuable characteristics of the taxonomies.