Bloom's Revised Taxonomy
BLOOM'S REVISED TAXONOMY (BRT)
Aim and objectives
Bloom's taxonomy of educational objectives
The word "taxonomy" is derived from a Greek word 'Taxis' which means a system of classification.
Bloom and his Associates developed a taxonomic model of instructional objectives and formulated three domains of educational objectives.
Instructional objectives
Interrelationship among cognitive, affective and psychomotor domain
Instructional objectives
Instructional objectives means immediate goals achieved by teaching and instruction of a lesson / topic. As per the instructional objectives, there will be an end product or outcomes of teaching achieved by the learners.
Instructional objectives >learning outcome
Instructional objectives under cognitive domain
Knowledge - Acquisition of information received by the learner as part of instruction.
Comprehension- It is the higher level than knowledge. It involves an understanding of the material being communicated.
Translation, interpretation and extrapolation are the three types of comprehensive behaviour.
Application- It means comprehended information in real life situation for solving a specific problem.
It is possible after the learner has acquired knowledge and comprehension.
Analysis- Analysis is the meaningful breakdown of the material or topic into its components.
Through analysis the learner can detect the inter relationships of the components / areas in the topic and get an insight into the manner in which they are organised.
Analysis are in three levels.
Analysis of elements
Analysis of relationships
Analysis of organisational principles
Synthesis - The ability of the learner to put together the elements or parts as he learned. So as to form a meaningful whole / new pattern.
In this higher level mental ability, the learner integrate the acquired comprehended, applied and analysed in knowledge, information to a comprehensive whole.
Evaluation - It enables the learner to judge the material, method or process against a standard and to established the worth of it.
Affective domain
Affective domain which includes feelings, interest, appreciation, attitude and values.
The affective domain is divided into 5 major classes of objectives which are arranged along a hierarchical order.
Affective domain was put forward by Anderson and his associates in the year 1964.
Receiving- the ability of an individual to receive information.
Awareness of the source of Information and willingness to receive the information are the sub levels of this category.
Responding- regularity in attention and motivation leaves to responding.
As consider the learner the level of receiving is very important for actively responding to a situation.
Valuing - individuals have a set of guidelines for controlling their own behaviour.
Acceptance of a value, preference for a value, and finally the commitment to a value are involved in it.
Organisation- organisation is a collection or system of values.
A system of values form in it. They should be an organisation of values into a system.
Characterization - it is the highest level in affective development.
The values are imbibed and the internalizes a consistent philosophy of life.
Psycho motor domain
Dave in 1972 put forwarded a hierarchy for psycho motor domain.
In psycho motor domain the functions are performed by individuals as a result of neuro-muscular coordination.
The stronger the coordination, the more rapid, speed and automatic the action becomes.
The classification consist five stages :
1. Imitation
Imitation involves the ability to learn and pattern your behavior after someone else.
The learner observes a skill and attempts to repeat it, or sees a finished product and attempts to replicate it while attending to an exemplar. At this level, the performance may be of low quality.
Key Words (Verbs) — Attempt, Copy, Imitate, Mimic, Follow, Repeat, Duplicate, Replicate, Reproduce.
Examples (Learning Objectives) — The learner will be able to; Copy a work of art. Perform a skill while observing a demonstrator.
2. Manipulation
Manipulation involves the ability to perform certain tasks by memory or following instructions. The learner performs the skill or produces the product in a recognizable fashion by following general instructions rather than observation.
Key Words (Verbs) — Act, Build, Execute, Perform, Complete, Accomplish, Follow, Play, Produce.
Examples (Learning Objectives) — The learner will be able to; Perform a skill on one’s own after taking lessons or reading about it. Follow instructions to build a model.
3.Precision
Precision involves the ability to perform certain tasks with some level of expertise and without help or intervention from others. The learner independently performs the skill or produces the product, with accuracy, proportion, and exactness; at an expert level. At this level, the performance becomes more exact and refined.
Key Words (Verbs) — Achieve automatically, Excel expertly, Perform masterfully, Demonstrate skillfully, Calibrate perfectly.
Examples (Learning Objectives) — The learner will be able to; Perform a skill or task without assistance. Demonstrate a task to a beginner. Work and rework something, so it will be “just right.”
4. Articulation
Articulation involves the ability to adapt and integrate multiple actions to develop methods to meet varying and novel requirements. The learner modifies the skill or the product to fit new situations; combines more than one skills in sequence with harmony and consistency.
Key Words (Verbs) — Adapt, Construct, Combine, Create, Customize, Modify, Formulate, Alter, Originate.
Examples (Learning Objectives) — The learner will be able to; Combine a series of skills to produce a video that involves music, drama, color, sound, etc. Combine a series of skills or activities to meet a novel requirement.
5. Naturalization
Naturalization is the ability to perform actions in an automatic, intuitive or unconscious way. The learner accomplishes one or more skills with ease and makes the skill automatic with limited physical or mental exertion. At this level, the performance has become second-nature or natural, without needing to think much about it.
Key Words (Verbs) — Create, Design, Develop, Invent, Manage naturally or perfectly.
Revised taxonomy of Bloom(2001)
In the Bloom's taxonomy the knowledge is embodied both noun and verb aspects. And the knowledge has dual in nature.
Revised blooms taxonomy eliminated this dual nature of knowledge and separated the knowledge aspects into the noun and verb.
The noun providing the basis for knowledge dimensions and verb forming the basis for the cognitive process dimension.
BT → knowledge aspect → N&V→ embodied.
RBT → separates knowledge dimension and cognitive process dimension.
Knowledge dimension
Factual knowledge
It is the basis to specific discipline.
It refers to facts, terminologies or be familiar with in order to understand their topic or discipline.
Conceptual knowledge
It is the knowledge of or understanding of concepts, principles, theories etc.
Procedural knowledge
It refers to the information or knowledge that the learner already learned, which helps the learner to do something specific to the area of study.
Meta cognitive knowledge
Meta cognitive is the Awareness of one's own cognition and particular cognitive process.
Meta cognitive knowledge refers to what individuals know about themselves as cognitive processes, about a different approaches that he can be used for learning and problem solving, and about the demand of a particular learning task.
Cognitive process dimension.
Remembering
Recognising or recalling knowledge from memory.
Remembering means retrive definitions, facts or to recite previously learned information.
Understanding
Constructing meaning what he learned about a topic.
Interpreting, exemplifying, classifying summarising, inferring, comparing and explaining.
Applying
Carrying out or using a procedure through executive or implementing.
Applying refers to situations where learned material is used through products like models, presentation, interview etc.
Analysing
Breaking materials or concepts in the parts, determining how the parts relate to one another.
Evaluating
Making judgements based on criteria and Standards through checking and criticizing.
Creating
Recognising elements into a new pattern or structure through generating, planning or producing.
Bloom’s Taxonomy (Revised)
1. What are the six cognitive levels in the revised Bloom's Taxonomy?
Remember, Understand, Apply, Analyze, Evaluate, Create.
2. How does the revised Bloom's Taxonomy differ from the original?
The revised taxonomy changes the names from nouns to verbs and adds "Create" as the highest level, above "Evaluate."
3. What is the importance of the 'Create' level in Bloom's revised taxonomy?
It emphasizes the ability to generate new ideas, products, or ways of viewing things, showcasing the highest form of cognitive engagement.
4. What is the new name for the 'Synthesis' level in Bloom's revised Taxonomy?
'Synthesis' has been renamed to 'Create.'
5. What verbs are commonly associated with the 'Analyze' level?
Compare, differentiate, distinguish, categorize, and deconstruct.
6. Which level of Bloom’s revised taxonomy involves making judgments based on criteria?
Evaluate.
7. What cognitive level of Bloom’s taxonomy involves recalling facts or basic concepts?
Remember.
8. How does the 'Understand' level differ from 'Remember' in Bloom’s revised taxonomy?
'Understand' requires interpreting and summarizing information, while 'Remember' focuses on recalling facts without understanding.
9. Which cognitive level emphasizes breaking down information into parts?
Analyze.
Instructional Objectives and Specification
10. What are instructional objectives?
Statements describing what instructors intend to teach and what students should achieve.
11. Why are instructional objectives important?
They guide teaching strategies, assessments, and ensure clarity in the teaching and learning process.
12. Differentiate between general and specific instructional objectives.
General objectives describe broader educational goals, while specific objectives detail precise skills or knowledge to be acquired.
13. How do instructional objectives influence lesson planning?
They direct the selection of instructional materials, teaching methods, and assessment techniques.
14. What is a specification in instructional objectives?
Specifications are detailed descriptions that break down instructional objectives into measurable components.
15. Why is it important to specify instructional objectives?
Specifying objectives helps ensure the objectives are clear, measurable, and aligned with learning outcomes.
16. What role do instructional objectives play in assessments?
They provide a basis for developing assessments to measure whether learning goals have been achieved.
17. Why should instructional objectives be measurable?
Measurable objectives allow for the accurate assessment of student learning and the effectiveness of teaching.
Learning Objectives and Learning Outcomes
18. What is the difference between learning objectives and learning outcomes?
Learning objectives are instructor-focused and describe what the teacher intends to teach, while learning outcomes are learner-focused and describe what the student is expected to demonstrate.
19. Why are learning outcomes written in measurable terms?
Measurable outcomes help in evaluating the success of the instruction and the learners’ progress.
20. How do learning objectives influence instructional design?
They guide the selection of content, teaching strategies, and assessment methods to achieve the desired learning.
21. Provide an example of a learning outcome.
"Students will be able to explain the causes and effects of climate change."
25. Why is it important to use action verbs in learning outcomes?
Action verbs clarify the specific actions or behaviors students are expected to demonstrate, making outcomes measurable and observable.
1. Explain the structure of the revised Bloom’s Taxonomy and its significance in educational settings.
Bloom’s Taxonomy classifies cognitive learning into six levels: Remember, Understand, Apply, Analyze, Evaluate, and Create.
The revised version replaced the original nouns with verbs to emphasize the action in learning and placed "Create" at the highest level.
This taxonomy helps educators design curriculum, assessments, and instruction that target various cognitive processes, ensuring that students engage with content at deeper levels of understanding.
2. Describe how the revised Bloom's Taxonomy supports higher-order thinking skills.
Higher-order thinking involves analyzing, evaluating, and creating, which are the top three levels of Bloom's revised taxonomy. These levels encourage learners to break down information, make judgments based on criteria, and synthesize new ideas. This fosters critical thinking and problem-solving skills, allowing students to apply knowledge in novel situations.
3. Compare and contrast the original Bloom’s Taxonomy with the revised version.
The original Bloom’s Taxonomy categorized cognitive learning into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
The revised version changes the categories to verbs: Remember, Understand, Apply, Analyze, Evaluate, and Create.
The most notable change is the positioning of "Create" as the highest level, recognizing creativity as the pinnacle of cognitive processing. The shift from nouns to verbs emphasizes the dynamic nature of thinking and learning.
4. How does the 'Create' level in the revised Bloom's Taxonomy differ from 'Synthesis' in the original taxonomy?
In the original taxonomy, "Synthesis" was the second-highest level and involved combining parts to form a whole.
In the revised taxonomy, "Create" replaces "Synthesis" as the highest level. It focuses on generating new products, ideas, or ways of understanding, which requires innovation and original thinking, surpassing the combination of existing elements.
5. Discuss the practical applications of Bloom’s revised taxonomy in modern classroom instruction.
Bloom’s revised taxonomy can be used to structure lesson plans, create diverse assessments, and ensure that teaching strategies promote deep understanding. For example, teachers may design activities that start with basic recall of information (Remember) and build up to tasks that require students to apply knowledge in real-world scenarios (Apply) or create new products based on what they’ve learned (Create). This progression helps scaffold learning.
6. How can Bloom’s revised taxonomy be used to improve assessments in education?
Bloom’s revised taxonomy can be applied to create assessments that measure different levels of cognitive engagement. By aligning assessment questions with each cognitive level (e.g., multiple-choice questions for Remember, short essays for Analyze, project-based assessments for Create), educators ensure that students are tested on both lower- and higher-order thinking skills, leading to a more comprehensive evaluation of learning.
7. Define instructional objectives and explain their role in instructional design.
Instructional objectives are specific statements describing what learners should be able to do at the end of an instructional period. They guide curriculum design, teaching methods, and assessments.
Instructional objectives help ensure that the teaching process is goal-oriented and measurable, allowing both instructors and students to focus on clear, achievable outcomes.
8. Why is it important to specify instructional objectives in lesson planning?
Specifying instructional objectives ensures that lessons are focused, structured, and measurable. When objectives are clearly defined, teachers can design activities and assessments that align with these goals, improving the effectiveness of instruction. Furthermore, well-specified objectives help learners understand what is expected of them and give direction to their study efforts.
9. Explain the differences between general instructional objectives and specific instructional objectives. Provide examples.
General instructional objectives describe broad educational goals. For example, “Students will understand basic economic principles.” Specific instructional objectives, however, break down these goals into measurable behaviors or knowledge, such as, “Students will be able to calculate supply and demand curves.” Specific objectives are more actionable and observable, allowing for more precise assessment.
10. What are the key characteristics of well-written instructional objectives?
Well-written instructional objectives are specific, measurable, attainable, relevant, and time-bound (SMART). They describe an observable behavior, define the conditions under which the behavior will occur, and specify the criteria for acceptable performance. For example, “Given a dataset, students will accurately calculate the mean and standard deviation within 10 minutes.”
11. Discuss the relationship between instructional objectives and assessment methods.
Instructional objectives guide the creation of assessments by defining the skills and knowledge that should be evaluated. For example, if the objective is for students to analyze a text, the assessment might involve writing a critical essay. By aligning assessments with instructional objectives, educators ensure that the assessments accurately measure whether the desired learning outcomes have been achieved.
12. How can instructional objectives influence teaching methods?
Instructional objectives inform the selection of teaching methods. For example, if the objective is for students to develop problem-solving skills, a teacher might use case studies or problem-based learning rather than lectures. Objectives focused on memorization might rely more on direct instruction, while objectives aiming for analysis or creativity would benefit from interactive or collaborative teaching methods.
13. Explain how instructional objectives support differentiated instruction.
Instructional objectives can be adapted to different learners' needs by specifying different levels of complexity or support for different students. For example, some students may have objectives focusing on basic comprehension, while others may have objectives focused on application or analysis. This flexibility allows teachers to tailor their instruction to students’ varying abilities, ensuring that each student can progress toward mastery.
14. Provide an example of how to break down a general instructional objective into specific instructional objectives.
General objective: "Students will understand environmental conservation principles."
Specific objective 1: "Students will define key terms related to environmental conservation."
Specific objective 2: "Students will explain the importance of biodiversity."
Specific objective 3: "Students will evaluate conservation strategies in different ecosystems."
15. Discuss the role of instructional objectives in curriculum alignment.
Instructional objectives ensure that all elements of the curriculum—content, teaching methods, and assessments—are aligned with desired outcomes. When objectives are clearly defined, they help ensure that instruction and assessments are designed to support and measure the intended learning. This alignment enhances the coherence of the educational experience.
16. What are learning outcomes, and how do they differ from learning objectives?
Learning outcomes describe what students will be able to do after a learning activity. They are measurable, specific, and observable, focusing on the student’s performance.
In contrast, learning objectives describe the teacher’s goals for the lesson and focus on the instruction rather than the student’s behavior.
Learning outcomes are the tangible results of the learning process, while objectives guide that process.
17. Why are learning outcomes typically written in measurable terms?
Learning outcomes are written in measurable terms to ensure they can be assessed effectively. Measurable outcomes allow teachers to evaluate whether students have achieved the intended learning, providing clear criteria for success. This also ensures accountability in the teaching and learning process.
18. Discuss the significance of using action verbs when writing learning outcomes. Provide examples.
Action verbs clarify the expected student behavior and make learning outcomes measurable. For example, verbs like "analyze," "compare," or "design" indicate observable actions that can be assessed. For instance, "Students will analyze the impact of climate change on global ecosystems" is a measurable outcome because "analyze" specifies what students should do.
19. How can learning outcomes be used to inform the development of assessments?
Learning outcomes specify what students should know or be able to do, which informs the design of assessments. For example, if the outcome is for students to evaluate a theory, the assessment might involve writing an essay that requires critical evaluation. This ensures that assessments are aligned with the desired learning results and accurately measure student achievement.
20. What is the relationship between learning objectives, instructional activities, and learning outcomes?
Learning objectives guide the instructional activities that teachers use in the classroom. These activities, in turn, help students achieve the desired learning outcomes. For example, if the objective is to understand a scientific concept, instructional activities might include experiments and discussions, leading to outcomes where students can explain and apply that concept.
21. Provide an example of how learning outcomes can guide instructional strategies.
Learning outcome: "Students will be able to create a marketing plan for a new product."
Instructional strategies might include group work, case studies, and project-based learning, all of which support the outcome by giving students the opportunity to practice the skills required to create a marketing plan.
22. Explain how learning outcomes support student-centered learning.
Learning outcomes focus on what students should be able to demonstrate after instruction, shifting the focus from teaching to learning. This supports student-centered learning by clarifying expectations, allowing students to take responsibility for their own progress, and encouraging active participation in achieving outcomes.
23. Discuss how learning outcomes can be used to differentiate instruction.
Learning outcomes can be modified for different students based on their abilities, ensuring that all students can achieve success at their level. For example, while one group of students might be expected to apply a theory, another might work on understanding it. This differentiation allows students to engage with content at an appropriate level.
24. How do clear learning outcomes contribute to curriculum coherence?
Clear learning outcomes ensure that all parts of the curriculum are aligned toward achieving specific goals. This coherence makes the curriculum more structured and purposeful, as all teaching
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