1. Dr Ghulam Nabi Shakir
Introduction to Blooms’
Taxonomy and Using Action
Verbs for Assessment
2. What is Bloom's taxonomy?
Bloom's taxonomy was developed by a group of
educational psychologists in the 1950s, led by
Benjamin Bloom. They identified six categories of
cognitive skills, from the simplest to the most
complex:
knowledge, comprehension, application, analysis,
synthesis, and evaluation. Each category
represents a different level of thinking that
learners can demonstrate in response to a
learning task. The higher the level, the more
challenging and creative the task requires.
3. What is Bloom's taxonomy?
One of the main applications of Bloom's
taxonomy is to create learning objectives that
align with the level of thinking you want your
learners to achieve. To use Bloom's taxonomy for
creating learning objectives, you can identify the
overall goal or outcome of your training, choose
the appropriate level of Bloom's taxonomy that
matches the complexity and depth of your goal,
and use verbs that correspond to the chosen level
of Bloom's taxonomy to write your learning
objectives.
4. What is Bloom's taxonomy?
Additionally, make sure your learning objectives
are specific, measurable, achievable, relevant,
and time-bound (SMART). For example, a SMART
learning objective for the application level might
be: By the end of this training, learners will be
able to apply the principles of effective
communication to create a persuasive
presentation. This will provide a clear direction
and purpose for your training design and
evaluation.
5.
6. NEW APPROACH
Anderson and Krathwohl redefine the knowledge dimension to include
four types:
• Factual Knowledge: Basic elements of a discipline that a student must
know and be able to work with to solve problems including basic
terminology and specific details and elements.
• Conceptual Knowledge: Interrelationships between basic factual
knowledge that demonstrate how elements work together, for example,
classifications and categories, principles and generalizations, and theories,
models, and structures.
• Procedural Knowledge: How something is done including the methods of
inquiry, skills, algorithms, techniques, and methods needed to investigate,
apply, or analyze information.
• Metacognitive Knowledge: Awareness and knowledge of one’s own
cognition including strategies for learning, contextual and conditional
knowledge about cognitive tasks, and self-knowledge.
