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Blooms taxonomy
Blooms taxonomy
Blooms taxonomy
Blooms taxonomy
Blooms taxonomy
Blooms taxonomy
Blooms taxonomy
Blooms taxonomy
Blooms taxonomy
Blooms taxonomy
Blooms taxonomy
Blooms taxonomy
Blooms taxonomy
Blooms taxonomy
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Blooms taxonomy

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  • 1. Graded assessment questions and Bloom’s Taxonomy Qatar February 2009
  • 2. First a film From youtube  Neil Marshall
  • 3. During the activity you were asked several questions about the African Cup Final match between Egypt and Cameroon. Neil Marshall
  • 4. The questions were divided into the following of three different types: 1. Some asked you to recall facts about this match 2. Some asked you to demonstrate understanding of this match 3. Some asked you to apply your knowledge about this match Neil Marshall
  • 5. Activity 2 Identify which questions are: Knowledge 1. Understanding 2. Application 3. .1 .2 .3 Neil Marshall & Chris Coull
  • 6. Bloom’s Taxonomy These three types of question are closely related to the first three levels of Bloom’s taxonomy, which outlines six categories of thinking skills. Neil Marshall
  • 7. Bloom’s Taxonomy Neil Marshall & John Clark
  • 8. Traditional education tends to emphasize the skills in memory and recall. There are six levels in the taxonomy. For the moment we are looking at the first three. Neil Marshall
  • 9. First Level: Knowledge Exhibit memory of previously-learned materials by recalling  facts, terms, basic concepts and answers.  Questions like: What is...?   Neil Marshall
  • 10. Second Level: Understanding Demonstrative understanding of facts and ideas.  organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas  Questions like: How would you compare and contrast...? Neil Marshall
  • 11. Third Level: Application Using new knowledge. Solve problems by applying  acquired knowledge, facts, techniques and rules to new situations in a different way  Questions like: Can you organize to show ? Neil Marshall
  • 12. Curriculum Standards The curriculum standards expect students to work at the third level (application) or even at the higher three levels. Neil Marshall
  • 13. Notice that the first three are sequential. Students must remember facts before they can understand, and they must understand before they can apply their knowledge. Neil Marshall
  • 14. Assessments in School The targets are:  At least 40% of marks are for understanding  At least 20% of marks are for application In the long run these percentages should increase as students become used to the style of questions.  

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