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LECTURE DELIVERED by Kunle Oke Oloruntegbe (Ph D) Mstan, Fstan Adekunle Ajasin University, Akungba-Akoko, Ondo State,

LECTURE DELIVERED by Kunle Oke Oloruntegbe (Ph D) Mstan, Fstan Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria. BLOOM TAXONOMY OF EDUCATIONAL OBJECTIVES.

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LECTURE DELIVERED by Kunle Oke Oloruntegbe (Ph D) Mstan, Fstan Adekunle Ajasin University, Akungba-Akoko, Ondo State,

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  1. LECTURE DELIVERED by Kunle Oke Oloruntegbe (Ph D)Mstan, FstanAdekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria

  2. BLOOM TAXONOMY OF EDUCATIONAL OBJECTIVES Benjamin Bloom created the taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions, since teachers and lecturers will characteristically ask questions particular levels, and if you can determine the levels of questions that will appear on your exams, you will be able to study using appropriate strategies.. The categorization is particularly useful in formulating behavioral objectives in lesson plan.

  3. BLOOM TAXONOMY ON THREE LEARNING OUTCOMES / DOMAINS COGNITIVE DOMAIN

  4. PSYCHOMOTOR DOMAIN

  5. AFFECTIVE DOMAIN

  6. COGNITIVE DOMAIN our concern There are six levels in Bloom taxonomy of cognitive domain. They are: • Knowledge; • Comprehension; • Application; • Analysis; • Synthesis; and • Evaluation.

  7. KNOWLEDGE LEVEL Skills Demonstrated • Observation and recall of information; • Knowledge of dates, events, places; • Knowledge of major ideas; • Mastery of subject matter. Question Cues: List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where etc.

  8. COMPREHENSION • Understanding information; • Grasp meaning; • Translate knowledge into new context; • Interpret facts, compare and contrast; • Order, group, infer causes; • Predict consequences. Question Cues: Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

  9. APPLICATION • Use information; • Use methods, concepts, theories in new situation; • Solve problem using required skills or knowledge; Question Cues: Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

  10. ANALYSIS • Seeing patterns; • Organization of parts; • Recognition of hidden meanings; • Predict, draw conclusion; • Identification of components. Question Cues: Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, infer

  11. SYNTHESIS • Use old ideas to create new ones; • Generalize from given facts; • Relate knowledge from several areas; • Predict, draw conclusion. Question Cues: Combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if, compose, formulate, prepare, generalize, rewrite

  12. EVALUATION • Compare and discriminate between ideas; • Asses values of theories, presentations; • Make choices based on reasoned argument; • Verify values of evidence; • Recognize subjectivity. Question Cues: Assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

  13. MORE ABOUT COGNIIVE DOMAIN As teachers we tend to ask questions in the "knowledge" category 80% to 90% of the time. These questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These higher order questions require much more "brain power" and a more extensive and elaborate answer. Followings are the six question categories as defined by Bloom.

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