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Bloom’s Taxonomy (1956) and Bloom’s Taxonomy Revised (2001)

Bloom’s Taxonomy (1956) and Bloom’s Taxonomy Revised (2001). Thomas F. Hawk Management Department Frostburg State University. References.

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Bloom’s Taxonomy (1956) and Bloom’s Taxonomy Revised (2001)

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  1. Bloom’s Taxonomy (1956)andBloom’s Taxonomy Revised (2001) Thomas F. Hawk Management Department Frostburg State University

  2. References Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H. & Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, The Cognitive Domain. New York: Longmans. Anderson, L.W. & Krathwohl, D.R. (Eds.)(2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longmans.

  3. Summary of Bloom’s Taxonomy (1956) 1.0 Knowledge 2.0 Comprehension 3.0 Application 4.0 Analysis 5.0 Synthesis 6.0 Evaluation

  4. Bloom’s Taxonomy (1956) 1.00 Knowledge 1.10 Knowledge of Specifics 1.11 Knowledge of Terminology 1.12 Knowledge of Specific Facts 1.20 Knowledge of Ways & Means of Dealing with Specifics 1.21 Knowledge of Conventions 1.22 Knowledge of Trends & Sequences 1.23 Knowledge of Classifications & Categories 1.24 Knowledge of Methodology 1.30 Knowledge of the Universals & Abstracts in the Field 1.31 Knowledge of Principals & Generalizations 1.32 Knowledge of Theories and Structures

  5. Bloom’s Taxonomy (1956) 2.00 Comprehension 2.10 Translation 2.20 Interpretation 2.30 Extrapolation 3.00 Application 4.00 Analysis 4.10 Analysis of Elements 4.20 Analysis of Relationships 4.30 Analysis of Organizational Principles 5.00 Synthesis 5.10 Production of a Unique Communication 5.20 Production of a Plan or a Proposed Set of Operations 5.30 Derivation of a Set of Abstract Relations

  6. Bloom’s Taxonomy (1956) 6.00 Evaluation 6.10 Judgements in Terms of Internal Evidence 6.20 Judgements in Terms of External Evidence

  7. Knowledge Dimension Factual B. Conceptual C. Procedural D. Metacognitive Process Dimension Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create Summary of Bloom’s Taxonomy Revised (2001)

  8. Bloom’s Taxonomy Revised (2001)Types of Knowledge A. Factual Knowledge Aa. Knowledge of Terminology Ab. Knowledge of Specific Details & Elements B. Conceptual Knowledge Ba. Knowledge of Classifications & Categories Bb. Knowledge of Principles & Generalizations Bc. Knowledge of Theories, Models, & Structures C. Procedural Knowledge Ca. Knowledge of Subject-Specific Skills & Algorithms Cb. Knowledge of Subject-Specific Techniques & Methods Cc. Knowledge of Criteria for When to Use Procedures D. Meta-cognitive Knowledge Da. Strategic Knowledge Db. Knowledge about Cognitive Tasks (Context & Conditions) Dc. Self-Knowledge

  9. Bloom’s Taxonomy Revised (2001) 1.0 Remember 1.1 Recognizing – Identifying 1.2 Recalling -Retrieving 2.0 Understand 2.1 Interpreting – Clarifying, paraphrasing, representing, translating 2.2 Exemplifying – Illustrating, instantiating 2.3 Classifying – Categorizing, subsuming 2.4 Summarizing – Abstracting, generalizing 2.5 Inferring – Concluding, extrapolating, interpolating, prediciting 2.6 Comparing – Contrasting, mapping, matching 2.7 Explaining – Constructing models 3.0 Apply 3.1 Executing – Carrying out 3.2 Implementing - Using

  10. Bloom’s Taxonomy Revised (2001) 4.0 Analyze 4.1 Differentiating – Discriminating, distinguishing, focusing, selecting 4.2 Organizing – Finding coherence, integrating, structuring 4.3 Attributing - Deconstructing 5.0 Evaluate 5.1 Checking – Coordinating, detecting, monitoring, testing 5.2 Critiquing - Judging 6.0 Create 6.1 Generating - Hypothesizing 6.2 Planning - Designing 6.3 Producing - Constructing

  11. Original 1.0 Knowledge 2.0 Comprehension 3.0 Application 4.0 Analysis 5.0 Synthesis 6.0 Evaluation Revised Knowledge Processes 1.0 Remember 2.0 Understand 3.0 Apply 4.0 Analyze 5.0 Evaluate 6.0 Create Comparison of Bloom’s Taxonomy of Educational Objectives (1956 & 2001)

  12. Using Bloom’s Taxonomy Revised • Understand your assumptions and values (teaching/learning philosophy) • Identify the course learning outcomes (rubrics) • Identify the knowledge type outcomes in course • Identify the process type outcomes in course • Create the learning activities (learning models) to embrace the learning style diversity • Create the assessment activities (assessment) • Create the syllabus (syllabus)

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