This document discusses Bloom's Taxonomy, a framework for categorizing educational goals and objectives. It outlines the original six categories proposed by Benjamin Bloom in 1956: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It then provides examples and definitions for each category. Finally, it briefly mentions a 2001 revision to Bloom's Taxonomy that uses verbs and gerunds to label the categories, focusing on cognitive processes rather than educational objectives. The document is intended to teach learning theories, specifically taxonomies for classifying educational goals.

1. UNIVERSITY OF GHANA, LEGON
M.A. EDUCATIONAL LEADERSHIP
AND MANAGEMENT
COURSE : MANAGEMENT INFORMATION SYSTEMS IN
EDUCATION
COURSE CODE : EDSL 605
GROUP NUMBER : THREE (3)

2. GROUP THREE (3) MEMBERS
NO
.
STUDENTS’ NAME STUDENTS’ ID
1 BERNICE OFOSU-KORANTENG 10753952
2 AMA TWI GHANSAH 10167375
3 WASILA SANI 10753940
4 FRANCISCA ESHUN 10753910
5 DORINDA NAA KORKOI LARYEA 10753974
6 BRIDGET YAYRA DZIKUNU 10753925
7 MAHAMA ABDULAI 10753977
8 ODAME ODURO 10753900
9 LINDA MARFOA OKAI 10232604
10 ELSIE ASAMANIWA NYINAKU 10197370
11 CAROLINE NEWMAN KWAPONG 10753949

3. LEARNING THEORIES

4. Objectives
• Concept of taxonomy
• Taxonomies or (categorization schemes)
• The Six Categories of Bloom’s Taxonomy

5. LEARNING THEORIES
BLOOM’S TAXONOMY

6. Background Information
• In 1956, Benjamin Bloom with collaborators Max
Englehart, Edward Furst, Walter Hill, and David
Krathwohl published a framework for categorizing
Educational Goals. Thus; Taxonomy Of
Educational Objectives. Popularly known as
Bloom’s Taxonomy.

7. Background Information Cont’d.
• The framework elaborated by Bloom and his
collaborators consisted of six major categories:
Knowledge, Comprehension, Application,
Analysis, Synthesis, and Evaluation.

8. Definition Of Terms
• Taxonomy is the practice and science of classification of
things or concepts, including the principles that underlie
such classification
• Taxonomies here are schemes for classifying learning
targets into various levels of complexity
• Educational taxonomies streamline development of
learning objectives to bring uniformity into the learning
process.
• Taxonomies fall within three domains of learning;
• Cognitive domain
• Affective domain

9. Three Domains Of Learning
• Cognitive : Involves knowledge and the development
of intellectual skills (Bloom, 1956). E.g. Quellmalz’s,
Gagne, Bloom.
• Affective : This domain describes learning objectives
that emphasize a feeling tone, an emotion or a
degree of acceptance or rejection (attitude or self).
E.g. Krathwohl
• Psychomotor : This includes physical movement,

10. Knowledge
• Recall or retrieve previous learned information
• Examples: Recite a policy. Quote prices from memory to a
customer. Recite the safety rules.
• Key Words: defines, describes, identifies, knows, labels,
lists, matches, names, outlines, recalls, recognizes,
reproduces, selects, states
• Technologies: book marking, flash cards, rote learning

11. Comprehension
• Understanding the meaning, translation, interpolation, and
interpretation of instructions and problems. State a problem in
one's own words.
• Examples: Rewrite the principles of test writing. Explain in
one's own words the steps for performing a complex task.
Translate an equation into a computer spreadsheet.
• Key Words: comprehends, converts, defends, distinguishes,
estimates, explains, extends, generalizes, gives an example,
infers, interprets, paraphrases, predicts, rewrites,
summarizes, translates
• Technologies: create an analogy, participating in cooperative

12. Application
 Use a concept in a new situation or unprompted use of an
abstraction. Applies what was learned in the classroom into novel
situations in the work place.
• Examples: Use a manual to calculate an employee's vacation time.
Apply laws of statistics to evaluate the reliability of a written test.
• Key Words: applies, changes, computes, constructs,
demonstrates, discovers, manipulates, modifies, operates,
predicts, prepares, produces, relates, shows, solves, uses
• Technologies: collaborative learning, create a process, blog,
practice

13. Analysis
Separates material or concepts into component parts so that its
organizational structure may be understood. Distinguishes between facts
and inferences
• Examples: Troubleshoot a piece of equipment by using logical
deduction. Recognize logical fallacies in reasoning. Gathers
information from a department and selects the required tasks for
training.
• Key Words: analyzes, breaks down, compares, contrasts, diagrams,
deconstructs, differentiates, discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates, selects, separates

14. Synthesis
Builds a structure or pattern from diverse elements. Put parts together to
form a whole, with emphasis on creating a new meaning or structure
• Examples: Write a company operations or process manual. Design a
machine to perform a specific task. Integrates training from several
sources to solve a problem. Revises and process to improve the
outcome.
• Key Words: categorizes, combines, compiles, composes, creates,
devises, designs, explains, generates, modifies, organizes, plans,
rearranges, reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes

15. Evaluation
Judgments about the value of material and methods for given
purposes. Hire the most qualified candidate. Examples: Select the most
effective solution, hire the most qualified candidate, explain and justify
a new budget, awarding a contract to the successful bidder.
• Key Words: appraises, compares, concludes, contrasts, criticizes,
critiques, defends, describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes, supports
• Technologies: survey, blogging

16. The Revised Taxonomy
• A group of Cognitive Psychologists, Curriculum Theorists and
Instructional Researchers, and Testing and Assessment specialists
published in 2001 a revision of Bloom’s Taxonomy with the title A
Taxonomy For Teaching, Learning, And Assessment. This title
draws attention away from the somewhat static notion of
“Educational Objectives” (in Bloom’s original title) and points to a
more dynamic conception of classification.
• The authors of the revised taxonomy underscore this dynamism,
using verbs and gerunds to label their categories and
subcategories (rather than the nouns of the original taxonomy).
These “action words” describe the cognitive processes by which
thinkers encounter and work with knowledge.

18. Questions