3. ▪ Establish familiarity with Revised
Bloom’s Taxonomy by revisiting
the dimensions of this model
▪ Make an appropriate assessment
tool the Revised Bloom
Taxonomy as guide in crafting the
test questions
Intended
Learning
Outcome
4. ABSTRACTION
▪ Bloom’s Taxonomy was created
by educational psychologist
Benjamin Bloom and his
colleagues in 1956.
▪ Bloom’s Taxonomy is the
categorization of thinking skills
and abilities in order from the
most simple to the most complex.
5. ▪ Dr. Lorin Anderson, a former
student of Bloom's, and his
colleagues published an updated
version of Bloom’s Taxonomy that
takes into account a broader range
of factors that have an impact on
teaching and learning.
▪ This revised taxonomy attempts to
correct some of the problems with
the original taxonomy.
The Revised Bloom’s Taxonomy
6. REMEMBERING - KNOWLEDGE
Recall or recognize information, and ideas
The teacher should:
• Present information about the subject to the
student.
• Ask questions that require the student to
recall the information presented
• Provide verbal or written text about the
subject that can be answered by recalling
the information the students have learned.
7. VERBS ASSOCIATED WITH LEVELS OF COGNITIVE
BEHAVIOR
Define
List
Identify
Retrieve
Enumerate
Locate
find
REMEMBER Example:
Define noun
Enumerate the parts of the flower
8.
9. UNDERSTANDING - COMPREHENSION
Understand the main idea of material heard, viewed, or read,
Interpret or summarize the ideas in own words.
The teacher should:
• Ask questions that the student can answer in
his/her own words by stating facts or by identifying
the main ideas
• Give test based on classroom instruction
10. VERBS ASSOCIATED WITH LEVELS OF COGNITIVE
BEHAVIOR
interpret
summarize
infer
paraphrase
classify
compare
UNDERSTAND
explain
Example:
Define noun
Explain the preamble of the
Philippine Constitution
11.
12. APPLYING - APPLICATION
Apply an abstract idea in a concreate situation to solve a
problem or relate it to prior experience.
The teacher should:
• Provide opportunities for the students to use
ideas, theories, or problem-solving
techniques and apply them to new
situations.
• Review the student’s work to ensure that
he/she is using problem solving techniques
independently.
• Provide questions that require the student to
define and solve problems.
13. VERBS ASSOCIATED WITH LEVELS OF COGNITIVE
BEHAVIOR
construct
implement
Carry out
use
execute
solve
APPLYING
create
Example:
Construct a declarative sentence
Solve the area of a triangle
14.
15. ANALYZING - ANALYSIS
Break down a concept or idea into parts and show relationship
among parts.
The teacher should:
• Allow time for students to examine concepts
and ideas and to break them down into
basic parts.
• Require students to explain why they chose
a certain problem-solving technique and
why the solution worked.
16. VERBS ASSOCIATED WITH LEVELS OF COGNITIVE
BEHAVIOR
compare
organize
deconstruct
attribute
outline
find
ANALYZING
structure
integrate
Example:
Identify the gender of noun used in
a sentence.
17.
18. EVALUATING - EVALUATION
Make informed judgements about the value of idea or
materials. Use standards and criteria to support opinions or
views.
The teacher should:
• Provide opportunities for students to make
judgements based on appropriate criteria.
• Have students demonstrate that they can
judge, critique, or interpret processes,
materials, methods, etc. using standards
and criteria.
19. VERBS ASSOCIATED WITH LEVELS OF COGNITIVE
BEHAVIOR
check
hypothesize
critique
experiment
judge
test
EVALUATING
detect
monitor
Example:
Judge whether garbage
incineration an advantage or
disadvantage for the environment.
20.
21. CREATING - SYNTHESIS
Bring together parts of knowledge to form a whole and build
relationship for new situations.
The teacher should:
• Provide opportunities for students to
assemble parts of knowledge into a whole
using creative thinking and problem-solving.
• Require students to demonstrate that they
can combine concepts to build new ideas for
new situations.
22. VERBS ASSOCIATED WITH LEVELS OF COGNITIVE
BEHAVIOR
design
construct
plan
produce
invent
devise
CREATING
make
Example:
Produce an intervention plan to
solve water pollution
23.
24. The Cognitive Process Dimension in the RBT
▪ represents a continuum of
increasing cognitive complexity—
from lower order thinking skills
to higher order thinking skills.
▪ Anderson and Krathwohl (2001)
identify nineteen specific
cognitive processes that further
clarify the scope of the six
categories (Table 2).
26. REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CATE
INDENTIFY INDENTIFY INDENTIFY INDENTIFY INDENTIFY INDENTIFY
Ex: Identify the 9
planets in the
solar system
Identify noun in a
sentence.
Identify the area
of a triangle.
Identify the
gender of nouns
use in a
sentence.
Identify whether
garbage
incineration an
advantage or
disadvantage for
the environment
Identify
plans and
actions to
solve water
pollution.
27. Department of Education – Division of Quezon
The Knowledge Dimension
FACTUAL CONCEPTUAL PROCEDURAL METACOGNITIV
E
The basic elements
students must know
to be acquainted
with a discipline or
solve problems in it
The interrelationships
among the basic
elements within a
larger structure that
enable them to
function together
How to do something,
methods of inquiry,
and criteria for using
skills, algorithms,
techniques, and
methods
Knowledge of
cognition in general as
well as awareness and
knowledge of
one’s own cognition
▪ classifies four types of knowledge that learners may be expected to acquire or
construct—ranging from concrete to abstract
29. Wrap Up
What makes a test good or bad? The
most basic and obvious answer to that
question is that good tests measure what you
want to measure, and bad tests do not.
Editor's Notes
As a teacher we need to write learning objectives for a lesson. Paano ba natin ma-eensure na yung learning objectives are specific and measurable. Paano natin ma-eencourage and mga students natin to move beyond simply momorizing and reciting information and engage in higher order of thinking skills.
For the past several years. We used Bloom’s Taxonomy to help establish learning goals and encourage deeper levels of thinking our students.
In the construction of our lesson plan. We have to start with an END in mind and starting with an end in mind we have to remember our learning targets for the three domains of learning. We have three domains of learning and that is Cognitive, Affective, and Psychomotor domain.
Cognitive domain- it focuses on the development of the mental processes of our students.
Affective domain – referring to the values, motivation, character, and attitudes of the students. There are two focal concept in the affective target and those target are motivation and attitudes.
While the last one is Psychomotor domain – which is for the enhancement of students skills. It may be thinking skills or manipulative skills.
Bloom’s original taxonomy organized cognitive processes into a hierarchy of six categories: knowledge, comprehension, application, analysis, synthesis, and evaluation. Knowledge, the first level of the hierarchy, was considered the prerequisite level necessary for all the other levels to occur.
In other words, to succeed in the highest level of thinking, students would first need to have achieved the lower levels.
Example: In English. The teacher wants to analyze examples of simile in text. However, in order to achieve this goal, students must first know what a simile is. Knowledge is prerequisite to analysis.
The names of six major categories were changed from noun to verb forms.
Nagkameron ng some adjustments and reorganization sa ilang categories. Evaluating ay mas nauna kaysa kay creating.
What are the differences between the two taxonomy? First is the terminologies. Anderson used different terms but the meanings are the same.
For instance KNOWLEDGE is as REMEMBERING. COMPREHENSTION is synonymous to UNDERSTANDING. SYTHESIS is also SYNONYMOUS to CREATING.
Another difference is that for Benjamin Bloom, the highest order of thinking is evaluation while for Anderson CREATING was the highest among the cognitive thinking skills.
And now I am going to discuss Cognitive taxonomy in reference to ANDERSON.
The 1st one is remembering or knowledge. Knowledge is the foundation of all learning. It is the lowest form of learning but still, it is the foundation of learning processes because students will not be able to create, evaluate, analyze, apply, or even understand if they cannot recall information.
What is knowledge? Knowledge is simply the RECALL of information. Even if the information is a fact as long as your students can recall all the information that you have discussed they would fall under KNOWLEDGE OR REMEMBERING. For instance, you would ask your students. WHAT IS THE CENTER OF SOLAR SYSTEM and your students would say THE CENTER OF THE SOLAR SYSTEM IS THE SUN. As long as they can memorize or they have memorized the information then skills is falling under knowledge or remembering.
Now, the salient feature of this taxonomy is that. They know but they do not understand. Hangat kaya nila na sabihin yung information kahit hindi nila naiintindihan kung ano ang meaning ng information na sinasabi nila they are falling under remembering.
If you would like to assess the skills of our students under the taxonomy of remembering. What are the verbs that we will use in constructing test questions. First you can construct questions with the verb recognize, list, identify, retrieve, name, locate, and find. Example questions.
EXAMPLE
DEFINE NOUN
Enumerate the parts of the flower – enumerating the parts of the flowers would just require a student the recall all of the parts of the flowers that they have learned from the discussion. At the same time they just need to memorize the meaning of Noun in order to answer the question define noun.
We can also use keyword State, example in social science class, State the preamble of the Philippine constitution. As long they can memorize the preamble of the Philippine constitution they will be able to meet the taxonomy of knowledge.
THEY KNOW BUT THEY don’t understand
The next one is UNDERTANDING – the first level of taxonomy will just encourage the students to memorize even they don’t understand it as long as they can recall the information, they would have the skills KNOWLEDGE, but if you want to assess the understanding skills of your students . The questions should be under Comprehension.
In UNDERSTANDING, The students can now give examples, the students can now interpret, the student can now infer, They can classify, They can paraphrase. Those are the common verbs that can we use under comprehension or understanding.
Why? Because the students will not be able to explain information unless they understand the lesson.
Explain the preamble of the Philippine constitution . This question will fall under understanding because aside from memorizing the preamble you want them to understand it so that they can explain it on their own.
Next let’s us move to application. What is Application. If you know and once you know and then you understand.. Application refers to using the knowledge that you know, and you understand. Since you are going to use things that you know and understand. Therefore, the salient feature of the application is that there is a process that you would follow in order for you to distinguish the application from other cognitive processes. Remember that when you are applying you are using the process, you are using a guide, you are using a rule. There is a procedure that you are going to use that you know and understand that is why you can apply.
Example: Construct a declarative sentence. This question would fall under application. Why? Because you are asking your students to construct a declarative sentence and in order to construct a declarative sentence they have to follow a set of rule in sentence construction. They will apply the rule in sentence construction sentence so that they make sentence under it.
and the processes in constructing declarative
Example number 2: Solve the area of a triangle – This questions would also fall under application. Why? Because there is a formula, meaning the formula has to used in order for them to solve the area of a triangle. Without using the formula without applying the formula they will not be able to compute the area of a triangle.
Now, what are the verbs that we can use in constructing questions under application, we can use construct.. Create can also be use.
Now we go to the analyze. Analyzing is the process of breaking down the information into its small parts. Since it is a process of breaking down it means that if you have a big concept you are going the break down the big concept into small parts.
Let’s us give an example
Let’s us go to Evaluating. When we say evaluating, we give merit, we give value, we judge, we justify, or we cite whether this is an advantage or disadvantage. It is easy to understand evaluation because you will be able to notice that there are value or merit or judgement attached to every objectives.
The usual keywords that we use under evaluation are check… monitor.. So the example of objective under evaluating is Judge whether garbage incineration an advantage or disadvantage for the environment. What is to be judge? Whether garbage incineration an advantage or disadvantage. There is merit that is being ask. Therefore that would fall under evaluation.
Now we are going to have the last and highest among the cognitive taxonomy. That’s is creating. Based on the revise blooms taxonomy. If analyzing means breaking down the concept into its part. Creating means building-up new concept out of the synthesize ideas. Example. Marunong kang magluto ng chopsuey, and maruno ka ding magluto ng pakbet and mango pie. Mula sa recipe ng pakbet kinuha mo yung Ampalaya, and mula sa recipe ng Chopsuey kinuha mo yung Sayote and mula sa recipe ng ng mango pie kinuha mo yung gatas, pinaghahalo-halo mo yung ibat-ibang sangkat at nakabuo ka ng bago mong menu na tinawag mong Ampalaya and Sayote pie. So, nakapag synthesize ka ng bago mong recipe. Ang tawag dun ay synthesis. Bakit? Because it is new, because it is your original. In constructing your own formula to solve a particular mathetical problem. That is under synthesis.
In will repeat in synthesis you build-up a new concept out of the bits of pieces that are coming from different ideas or different concept.
For instance, you ask your students to produce an intervention plan to solve water pollution. Since hindi mo sinabi na copy an intervention plan to solve water pollution. It means that it will be their original because you want them to develop. And paano nila mako-construct yung intervention plan nila mang-gagaling yan sa ibat-ibang ideas , mga mga observation nila, sa mga nabasa nila sa books or dun sa Nakita nila na paraan ng solusyon na Nakita nila sa community nila. Yun ang tinatawag nating synthesis.
Those are the Revised blooms taxonomy of Anderson under the cognitive domain.
Don’t always rely on the verbs or keywords because there are some verbs or keywords that we can use from remembering to creating.
Keywords can use as patterns, but it is not all the time that you should to rely on the keywords.
