Revised Bloom’s Taxonomy

Revised Bloom’s Taxonomy

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Introduction Bloom's taxonomy is a way of distinguishing the fundamental questions within the education system. Bloom's taxonomy refers to a classification of the different objectives that educators set for students (learning objectives). It divides educational objectives into three "domains": cognitive, affective, and psychomotor (sometimes loosely described as "knowing/head", "feeling/heart" and "doing/hands" respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. A goal of Bloom's taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education. Bloom's taxonomy is considered to be a foundational and essential element within the education community. Benjamin S. Bloom, the associate director of the Board of Examinations of the University of Chicago, initiated the idea, hoping that it would reduce the labor of preparing annual comprehensive examinations. To aid in his effort, he enlisted a group of measurement specialists from across the United States, many of whom repeatedly faced the same problem. This group met about twice a year beginning in 1949 to consider progress, make revisions, and plan the next steps. Their final draft was published in 1956 under the title, Taxonomy Of Educational Objectives: The Classification of Educational Goals. Hereafter, this is referred to as the original Taxonomy. The revision of this framework, which is the subject of this issue of Theory into Practice, was Developed in much the same manner 45 years later. Hereafter, this is referred to as the revised Taxonomy.

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Revised Bloom’s Taxonomy

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Bloom’s Taxonomy Bloom's taxonomy is a way of distinguishing the fundamental questions within the education system. Dr. Benjamin S Bloom's classified different objectives that educators set for students (learning objectives). It divides educational objectives into three "domains": cognitive, affective, and psychomotor (sometimes loosely described as "knowing/head", "feeling/heart" and "doing/hands" respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. A goal of Bloom's taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education. Bloom's taxonomy is considered to be a foundational and essential element within the education community

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Cognitive Categories in the cognitive domain of the revised Bloom's taxonomy. Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking on a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives. There are six levels in the taxonomy, moving through the lowest order processes to the highest: Knowledge Exhibit memory of learned materials by recalling facts, terms, basic concepts, and answers.  Knowledge of specifics - terminology, specific facts  Knowledge of ways and means of dealing with specifics - conventions, trends and sequences, classifications and categories, criteria, methodology  Knowledge of the universals and abstractions in a field principles and generalizations, theories and structures Questions like: What are the health benefits of eating apples? Understanding Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating the main ideas  Translation  Interpretation Prepared by Aswathy.V.P

 Extrapolation Questions like: Compare the health benefits of eating apples vs. oranges. Application Using acquired knowledge. Solve problems in new situations by applying acquired knowledge, facts, techniques and rules Questions like: Would apples prevent scurvy, a disease caused by a deficiency in vitamin C? Analysis Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations  Analysis of elements  Analysis of relationships  Analysis of organizational principles Questions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements. Synthesis Builds a structure or pattern from diverse elements; it also refers the act of putting parts together to form a whole Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions  Production of a unique communication Prepared by Aswathy.V.P

 Production of a plan, or proposed set of operations  Derivation of a set of abstract relations Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones. Evaluation Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.  Judgments in terms of internal evidence  Judgments in terms of external criteria Questions like: Which kinds of apples are best for baking a pie, and why?

Affective Skills in the affective domain describe the way people react emotionally and their ability to feel other living things' pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings. There are five levels in the affective domain moving through the lowest order processes to the highest: Receiving The lowest level; the student passively pays attention. Without this level no learning can occur. Receiving is about the student's memory and recognition as well.

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Responding The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way.

Valuing The student attaches a value to an object, phenomenon, or piece of information. The student associates a value or some values to the knowledge they acquired. Organizing The student can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned. Characterizing The student at this level tries to build abstract knowledge.

Psychomotor Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills. Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies. Proposed the following levels Imitation It is the urge to act. Manipulation Prepared by Aswathy.V.P

It involves differentiating among various movements. Precision It refers to accuracy and exactness in performance.

Articulation It involves co-ordination, sequence and unity among the acts.

Naturalization It implies that the learner’s skill attains its highest level of proficiency and it becomes natural and automatic.

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Revised Bloom’s Taxonomy Taxonomy of Cognitive Objectives, 1950s-developed by Benjamin Bloom means of expressing qualitatively different kinds of thinking been adapted for classroom use as a planning tool. Continues to be one of the most universally applied models provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking.1990s-Lorin Anderson (former student of Bloom) revisited the taxonomy, as a result, a number of changes were made. BLOOM’S REVISED TAXONOMY

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Remember - Retrieving relevant knowledge from long-term memory. Specifications; Recognizing Recalling Understand - Determining the meaning of instructional messages, including oral, written, and graphic communication. Specifications; Prepared by Aswathy.V.P

Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining Apply - Carrying out or using a procedure in a given situation. Specifications; Executing Implementing

Analyze - Breaking material into its constituent parts and detecting how the parts relate to one another and into an overall structure or purpose. Specifications; Differentiating Organizing Attributing Evaluate Prepared by Aswathy.V.P

- Making judgments based on criteria and standards. Specifications; Checking Critiquing Create - Putting elements together to form a novel ,coherent whole or make an original product. Specifications; Generating Planning

Conclusion The Taxonomy of Educational Objectives is a scheme for classifying educational goals, objectives, and, most recently, standards. It provides an organizational structure that gives a commonly understood meaning to objectives classified in one of its categories, thereby enhancing communication. The original Taxonomy consisted of six categories, nearly all with subcategories. They were arranged in a cumulative hierarchical framework; achievement of the next more complex skill or ability required achievement of the prior one. The original Taxonomy volume emphasized the assessment of learning with many examples of test items (largely multiple choice) provided for each category. Prepared by Aswathy.V.P

Our revision of the original Taxonomy is a two-dimensional framework: Knowledge and Cognitive Processes. The former most resembles the subcategories of the original. Knowledge category. The latter resembles the six categories of the original Taxonomy with the Knowledge category named Remember, the Comprehension category named Understand, Synthesis renamed Create and made the top category, and the remaining categories changed to their verb forms: Apply, Analyze, and Evaluate. They are arranged in a hierarchical structure, but not as rigidly as in the original Taxonomy. In combination, the Knowledge and Cognitive Process dimensions form a very useful table, the Taxonomy Table. Using the Table to classify objectives, activities, and assessments provides a clear, concise, visual representation of a particular course or unit. Once completed, the entries in the Taxonomy Table can be used to examine relative emphasis, curriculum alignment, and missed educational opportunities. Based on this examination, teachers can decide where and how to improve the planning of curriculum and the delivery of instruction.

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