OBE- Basic Concept of Bloom Taxonomy.pdf

OBE: Basic Concept of Bloom’s Taxonomy
Prof. Ir. Ts Dr R. Badlishah Ahmad
FTKEN
UniMAP
(July 2022)
1
This work is licensed under a
Creative Commons Attribution 4.0
International License.

Session Outcomes
● Able to explain the concept of Outcome Based Education
● Able to identify the 6 levels of Bloom’s Taxonomy (Cognitive) - (quiz.. Top 3 will be treated to Starbuck
for Breakfast)
● Able to explain each of Bloom’s Taxonomy Cognitive level
● Able to construct course outcomes and course assessment
2

TOC
● Introduction to OBE
● Bloom’s Taxonomy
● Designing Course
Outcome@Objective -
Examples
● Designing Course
Assessment
● Conclusion
3

OBE: Introduction
Two basic types of outcomes from any educational system [1]
1. Performance indicators such as test results, completion rates, post-course employment rates, etc.
2. Less tangible outcome and is usually expressed in terms of what students know, are able to do, or
are like as a result of their education.
[1] Killen, Roy. “1 OUTCOMES-BASED EDUCATION : PRINCIPLES
AND POSSIBILITIES.” .
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OBE: Introduction
● The term “outcome based education OBE” refers to a learning system in which intended results serve as the
foundation.
● An outcome-based curriculum is created with the goal of achieving the desired results in mind from the
beginning. The content of the course and the tests are created around the outcome.
● The OBE model is implemented in traditional educational settings all around the world. Traditional learning’s
time-bound curriculum is being replaced by an outcome-centered approach.
● This places the focus of learning on the students.
● Before the evaluation, instructors will give the student the opportunity to learn in numerous different ways, as
part of an outcome-based strategy.
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OBE: Introduction
Let’s look at the major concepts underpinning outcome-based learning in more detail.
1. Student-centered Approach
2. Focus on clarity
3. Design down, deliver up
4. Exceeding expectations
5. Expanded possibilities
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OBE: Introduction
Student-centered Approach:
● Method of demonstrating and measuring a learner’s mastery of a certain skill.
● All considerations revolve around the learners’ needs.
● As a result, institutes will hire teachers who are most suited to present their curriculum, rather than designing
it around their expertise.
● The content is presented in such a way that students can comprehend it and make changes if necessary.
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OBE: Introduction
Design down, deliver up:
● Curriculum must have a clear description that outlines the intended outputs.
● Create the door for the student’s performance to have more opportunities.
● To be effective, education must provide the outcomes that students need to achieve.
● These outcomes must ﬁrst be properly established before instruction can begin.
○ What are the essential skills for students to master?
○ What’s the use of teaching it to them?
● This approach is called the “design down” method.
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OBE: Introduction
Exceeding expectations:
● All students have the ability to perform at the master level.
○ The only way to achieve high expectations is to make them believe and encourage one another.
● The predetermined results must be met by the students.
○ They have to keep trying till they succeed.
○ As long as the results have been designed correctly, this will prepare them for the challenges of
what lies ahead.
● This also indicates that, in an outcome-based system, evaluating students on a curve based (bell shape??)
on their classmates’ grades is not acceptable.
○ Regardless of how their colleagues fare, they must perform to an objective level.
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OBE: Introduction
Focus on clarity:
● Even at the start of learning, a learning outcome must be made clear to the learner.
○ This outcomes-based methodology focuses on eliciting speciﬁc objectives from students.
● Learning outcomes must be assessed.
○ If one strategy does not work, they might provide student with other options for proving their knowledge.
○ While some detractors mistakenly associate outcome based education with standardized testing, this is not
the case. There is an opportunity for innovative and dynamic examinations that allow students to demonstrate
their knowledge and abilities.
13

OBE: Introduction
Expanded possibilities:
● This entails providing students with a plethora of options and methods to demonstrate that they have
achieved their goals.
● Not every student learns the same thing in the same way at the same time. Extended chances, on the other
hand, can assist students to reach high standards by allowing them to learn what is most important for the
time and hour.
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OBE: Introduction
In GENERAL: “Outcome Based
Education” means clearly focusing
and organizing everything in an
educational system around what is
essential for all students to be able
to do successfully at the end of
their learning experiences. This
means starting with a clear picture
of what is important for students to
be able to do, then organize the
curriculum, instruction, and
assessment to make sure this
learning ultimately happens”
(Spady, 1994).
Diagram is taken from a research article by Erdenekhuu Norinpel et. al. presented in the 14th
International CDIO Conference, Kanazawa Institute of Technology, Kanazawa, Japan, June 28 – July 2,
2018
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UniMAP OBE System (FTKEN Website)
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Bloom’s Taxonomy
When writing learning outcomes, Bloom's
Taxonomy can be a helpful tool to choose
action verbs that reﬂect the appropriate
level of rigor intended for the program
/course.
There are other tools such as The
TeachThought Learning
Taxonomy, Six Facets Of
Understanding, Marzano &
Kendall/Taxonomy, The
Taxonomy Of Significant
Learning, Webb’s Depth Of
Knowledge Framework, The SOLO 18

Bloom’s Taxonomy
Benjamin Samuel Bloom
(February 21, 1913 – September
13, 1999) was an American
educational psychologist who
made contributions to the
classification of educational
objectives and to the theory of
mastery learning.
What any person in the world can learn, almost
all persons can learn if provided with appropriate
prior and current conditions of learning.
- Benjamin Bloom
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Bloom’s Taxonomy
Why Bloom’s Taxonomy is important
● Bloom’s Taxonomy can help educators map learning within a single lesson or even a whole course.
● Using the taxonomy as a guide, trainers can identify clear instructional goals corresponding to each taxonomy
level and create plans to achieve them.
● By setting achievable objectives for learners, instructors make them more active and responsible for their
education.
● Bloom’s taxonomy allows educators to gauge the learners’ progress. It helps teachers determine which level
every learner is on and assign them an individual task.
● The taxonomy can also be useful for evaluating learners correctly.
○ An essay, for example, is probably not the best form of testing when learners only need to remember basic
facts and terminology related to the topic. But it will be appropriate at the evaluation stage when they are
expected to formulate their opinion on an issue.
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Bloom’s Taxonomy
Cognitive Domain
The cognitive domain concerns knowledge
(remembering/retaining information) and
the development of intellectual skills
(synthesis, problem solving, etc.). The
different levels of the cognitive domain
categorize students' thinking from less to
more complex levels of thinking.
Affective Domain
The affective domain demonstrates how new
knowledge and learning promotes the growth
in a student's feelings or emotions such as
values, motivations, and attitudes. Students
encounter the world through their affective
domain via their values and belief systems: the
outward portrayal of the affective domain
would be the student's attitude. A student's
attitude can have a profound effect on his or
her learning. For example, a student may have
competency in performing a task, but may not
have the desire (attitude). People in general
change their attitude in response to various
events in life; however, instructors can change
a student's affective domain over the course of
a class by performance interventions.
Psychomotor Domain
The psychomotor domain relates to the
physical movement, coordination, and use
of motor skills involved in completing a
task or learning new material. Students
learn how to physically accomplish tasks
through the psychomotor domain by
applying strategy and practicing
performing the actions required.
Students improve their skill by choosing
and implementing the most efﬁcient
strategies to accomplish the task,
reviewing the results, and then reﬁning
their strategies.
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Designing Course
Outcomes@Objectives
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Ref: https://tophat.com/teaching-resources/ebooks-and-guides/blooms-taxonomy-guide/ 24

Designing Course Outcomes@Objectives
1. Remember (Knowledge)
It is the lowest level of bloom’s taxonomy hierarchical model which encompasses the ability to recall the learned information.
Before a student can understand a concept, he must be able to recall the information. Common teaching or learning methods
used at this knowledge level are lectures, book reading, online resources, memorization and watching videos.
Examples Of Learning Objectives
● By the end of this lesson, students will be able to deﬁne acceleration.
● By the end of this lesson, students will be able to outline various stages of design thinking.
● By the end of this lesson, students will be able to label different parts of the human brain.
● By the end of this lesson, students will be able to list various kinds of loops in javascript.
● By the end of this lesson, students will be able to name different parts of nervous system
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2. Understand (Comprehension)
The next level is comprehension. At this stage, students are able to understand, interpret and summarize the
concepts learned in the knowledge phase in their own words. The most common methods for teaching and
learning at this stage are charts, graphs, discussion, reading material, and presentations.
● By the end of this lesson, students will be able to explain how sensory receptors in our brain detect stimuli.
● By the end of this lesson, students will be able to recognize different types of number sequences..
● By the end of this lesson, students will be able to distinguish between mass and weight.
● By the end of this lesson, students will be able to discuss the factors that affect the solubility of a liquid.
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3. Apply
At this stage, students are able to apply facts, ideas, and concepts into another context.
● By the end of this lesson, students will be able to compute their annual pocket money using this
mathematical formula.
● By the end of this lesson, students will be able to use this accounting software for their annual family
budget.
● By the end of this lesson, students will be able to forecast the annual revenue of any company using its past
data.
● By the end of this lesson, students will be able to demonstrate how work in a diverse culture.
● By the end of this lesson, students will be able to show how to demonstrate emotional intelligence during
an interview.
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4. Analyze
At this stage, students are ﬁnally able to break down the concepts into individual parts, think critically to draw a
connection between the broken parts, analyze, draw inferences and make attributions.
● By the end of this lesson, students will be able to differentiate between differential and inferential
statistics.
● By the end of this lesson, students will be able to compare and contrast prokaryotic and eukaryotic cells.
● By the end of this lesson, students will be able to illustrate how DNA code translates into RNA code.
● By the end of this lesson, students will be able to analyze how leaves change colors during the fall season.
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5. Evaluate
At this stage, students make judgments about the concepts, defend or criticize them based on certain criteria and
standards.
● By the end of this lesson, students will be able to explain which kind of medicine is better for leukemia and
why?
● By the end of this lesson, students will be able to defend their proposed hypotheses.
● By the end of this lesson, students will be able to assess the environmental impact of coal mining.
● By the end of this lesson, students will be able to measure the effectiveness of project-based learning.
● By the end of this lesson, students will be able to appraise the practice of social media advertising in
business.
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6. Create
This is the last level of learning in Bloom’s taxonomy. At this stage, students can demonstrate their knowledge by
applying the learned concepts to create something meaningful. It could involve developing an application or part
of a machine, designing a website, creating a report or a video.
● By the end of this lesson, students will be able to develop an application for the Google play store.
● By the end of this lesson, students will be able to create ﬁnancial statements in MS Excel.
● By the end of this lesson, students will be able to compose the scientiﬁc name of an organism.
● By the end of this lesson, students will be able to come up with the innovative ideas to tackle climate
change.
● By the end of this lesson, students will be able to make their own battery charger.
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Designing Course Assessment
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Conclusion
● Open Discussion……
● Is Bloom Taxonomy really works?
● Any issues on the implementation of OBE?
Bloom’s Taxonomy
● What can be improved?
37

THE END
FALSAFAH PENDIDIKAN KEBANGSAAN
Pendidikan di Malaysia adalah suatu usaha berterusan ke arah lebih memperkembangkan potensi individu secara
menyeluruh dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi
dan jasmani, berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalah bagi melahirkan warganegara
Malaysia yang berilmu pengetahuan, berketerampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan
mencapai kesejahteraan diri, serta memberi sumbangan terhadap keharmonian dan kemakmuran keluarga,
masyarakat dan negara.
38

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This work is licensed under a
Creative Commons Attribution 4.0
International License.

OBE- Basic Concept of Bloom Taxonomy.pdf

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