This document provides information on teaching, learning, and evaluation objectives using Bloom's Taxonomy. It defines the different levels of Bloom's Taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Examples of verbs and objectives are provided for each level to demonstrate the skills assessed. The purpose of setting objectives at different taxonomy levels is to improve communication of expectations to students and guide teaching and assessment of intended knowledge, skills, and attitudes.

2. MEASUREMENT
TEST
EVALUATION

3. MEASUREMENT-HOW
MUCH?
We define measurement as
the process of obtaining
a numerical description
of the degree to which an
individual possesses a
particular character.

4. TEST-HOW WELL?
An instrument
or a systematic
procedure for
measuring a
sample of
behaviour.

5. EVALUATION-HOW GOOD?
The systematic process of
collecting, analysis,
interpreting information
to determine the extent
to which pupils are
achieving the
instructional objectives.
Example:
Ram got 90% in
language
exam.
Rams
performance in
the language
exam was
excellent.

6. TEACHING, LEARNING & EVALUATION
OBJECTIVES
LEARNING EXPERIENCE EVALUATION TOOLS

7. TEACHING, LEARNING &
EVALUATION
OBJECTIVES

8. AIMS
Long term goals
General

9. OBJECTIVES
SHORT TERM GOALS
SPECIFIC
IMMEDIATE
ATTAINABLE
MEASURABLE

10. TAXONOMY
TAXONOMY
TAXIS NAMOS(Greek)
(Arrangement ) (law)

11. Use learning objectives to ...
Communicate expectations to students at the
start of a course or program (syllabus)
Decide the best ways to teach the subject matter
(teaching)
Decide the best ways for students to acquire the
intended knowledge, skills, and attitudes
(learning)
Plan ways for students to demonstrate their
knowledge, skills, and attitudes (assessment)

12. Today’s Learning Objectives
As a result of today’s session, you will be able to:
Describe ways to use objectives to
improve learning
Write measurable learning objectives
Classify learning objectives
Appreciate the importance of
communicating expectations to students

13. BENJAMIN.S.BLOOM(1956)

14. COGNITIVE
DOMAIN
• KNOWING
• REMEMBERING
• RECALLING
AFFECTIVE DOMAIN
• FEELING
• INTEREST
• ATTITUDE
PSYCHOMOTOR
DOMAIN
• DOING
• MANIPULATING
• NEUROMUSCULAR
ACTIVITY

15. Cognitive
Domain
Evaluating
synthesis
Analyzing
Applying
Understanding
knowledge
Characterizing
Organizing
Valuing
Responding
Affective
Domain
Psychomotor
Domain
Naturalization
Articulating
Precision
Manipulating
Imitating
Receiving

16. KNOWLEDGE-Remembering
The learner is able to recall, restate and remember
learned information
 Describing
 Finding
 Identifying
 Listing
 Retrieving
 Naming
 Locating
 Recognizing
Can students recall information?

17. Remembering
The learner is able to recall, restate and remember learned
information.
 Recognising
 Listing
 Describing
 Identifying
 Retrieving
 Naming
 Locating
 Finding
Can you recall information?

18. Remembering cont’
 List
 Memorise
 Relate
 Show
 Locate
 Distinguish
 Give example
 Reproduce
 Quote
 Repeat
 Label
 Recall
 Know
 Group
 Read
 Write
 Outline
• Listen
• Group
• Choose
• Recite
• Review
• Quote
• Record
• Match
• Select
• Underline
• Cite
• Sort
Recall or
recognition of
specific
information
Products include:
• Quiz
• Definition
• Fact
• Worksheet
• Test
• Label
• List
• Workbook
• Reproduction
•Vocabulary

19. Understanding
Student grasps meaning of information
by interpreting and translating
what has been learned
 Classifying
 Comparing
 Exemplifying
 Explaining
 Inferring
 Interpreting
 Paraphrasing
 Summarizing
Can students explain ideas or concepts?

20. Understanding
The learner grasps the meaning of information by
interpreting and translating what has been learned.
 Interpreting
 Exemplifying
 Summarising
 Inferring
 Paraphrasing
 Classifying
 Comparing
 Explaining
Can you explain ideas or concepts?

21. Understanding cont’
 Restate
 Identify
 Discuss
 Retell
 Research
 Annotate
 Translate
 Give examples of
 Paraphrase
 Reorganise
 Associate
• Describe
• Report
• Recognise
• Review
• Observe
• Outline
• Account for
• Interpret
• Give main
idea
• Estimate
Understanding
of given
information
Products include:
• Recitation
• Summary
• Collection
• Explanation
• Show and tell
• Example
• Quiz
• List
• Label
• Outline

22. Applying
Student makes use of information in a context
different from the one in which it was learned
 Implementing
 Carrying out
 Using
 Executing
Can students use the information in
another familiar situation?
c =

23. Applying
The learner makes use of information in a context
different from the one in which it was learned.
 Implementing
 Carrying out
 Using
 Executing
Can you use the information in another
familiar situation?

24. Applying cont’
 Translate
 Manipulate
 Exhibit
 Illustrate
 Calculate
 Interpret
 Make
 Practice
 Apply
 Operate
 Interview
• Paint
• Change
• Compute
• Sequence
• Show
• Solve
• Collect
• Demonstrate
• Dramatise
• Construct
• Use
• Adapt
Using strategies,
concepts, principles
and theories in new
situations
Products include:
• Photograph
• Illustration
• Simulation
• Sculpture
• Demonstration
• Presentation
• Interview
• Performance
• Diary
• Journal

25. Analyzing
Student breaks learned information into
its parts to best understand that information
 Attributing
 Comparing
 Deconstructing
 Finding
 Integrating
 Organizing
 Outlining
 Structuring
Can students break information into parts to
explore understandings and relationships?

26. Analysing
The learner breaks learned information into its parts to
best understand that information.
 Comparing
 Organising
 Deconstructing
 Attributing
 Outlining
 Finding
 Structuring
 Integrating
Can you break information into parts to explore
understandings and relationships?

27. Analysing cont’
 Distinguish
 Question
 Appraise
 Experiment
 Inspect
 Examine
 Probe
 Separate
 Inquire
 Arrange
 Investigate
 Sift
 Research
 Calculate
 Criticize
• Compare
• Contrast
• Survey
• Detect
• Group
• Order
• Sequence
• Test
• Debate
• Analyse
• Diagram
• Relate
• Dissect
• Categorise
Breaking
information down
into its component
elements
Products include:
• Graph
• Spreadsheet
• Checklist
• Chart
• Outline
• Survey
• Database
• Mobile
• Abstract
• Report

28. Evaluating
Student makes decisions based on in-depth
reflection, criticism and assessment
 Checking
 Critiquing
 Detecting
 Experimenting
 Hypothesising
 Judging
 Monitoring
 Testing
Can students justify a decision or
a course of action?

29. Evaluating
The learner makes decisions based on in-depth reflection,
criticism and assessment.
 Checking
 Hypothesising
 Critiquing
 Experimenting
 Judging
 Testing
 Detecting
 Monitoring
Can you justify a decision or course of action?

30. Evaluating cont’
 Judge
 Rate
 Validate
 Predict
 Assess
 Score
 Revise
 Infer
 Determine
 Prioritise
 Tell why
 Compare
 Evaluate
 Defend
 Select
 Measure
• Choose
• Conclude
• Deduce
• Debate
• Justify
• Recommend
• Discriminate
• Appraise
• Value
• Probe
• Argue
• Decide
• Criticise
• Rank
• Reject
Judging the value of
ideas, materials and
methods by developing
and applying standards
and criteria.
Products include:
• Debate
• Panel
• Report
• Evaluation
• Investigation
• Verdict
• Conclusion
•Persuasive
speech

31. BLOOM’S TAXONOMY
Competence Skills Demonstrated
Knowledge The recall of specific information
Comprehension Understanding of what was read
Application Converting abstract content to concrete
situations
Analysis Comparison and contrast of the content to
personal experiences
Synthesis Organization of thoughts, ideas, and information
from the content
Evaluation Judgment and evaluation of characters, actions,
outcomes, etc., for personal reflection and
understanding

32. KNOWLEDGE
Memorization
 Observation and recall of information
 Knowledge of dates, events, places
 Knowledge of major ideas
 Mastery of subject matter

33. KNOWLEDGE
Memorization
 Arrange
 Define
 Describe
 Duplicate
 Identify
 Label
 List
 Memorize
 Name
 Order
 Quote
 Recall
 Recognize
 Relate
 Repeat
 Reproduce

34. COMPREHENSION
Understanding
 Understand information
 Grasp meaning
 Translate knowledge into new content
 Interpret facts, compare, contrast
 Order, group, infer causes
 Predict consequences

35. COMPREHENSION
Understanding
 Classify
 Describe
 Discuss
 Explain
 Express
 Identify
 Indicate
 Locate
 Recognize
 Report
 Restate
 Review
 Select
 Translate

36. APPLICATION Using
 Use information
 Use methods, concepts, theories in new situations
 Solve problems using required skills or knowledge

37. APPLICATION Using
 Apply
 Choose
 Demonstrate
 Dramatize
 Employ
 Illustrate
 Interpret
 Operate
 Practice
 Schedule
 Sketch
 Solve
 Use
 Write

38. ANALYSIS Taking apart
 Recognition of patterns
 Organization of parts
 Discovery of hidden meanings
 Identification of components

39. ANALYSIS Taking apart
 Analyze
 Appraise
 Calculate
 Categorize
 Compare
 Contrast
 Criticize
 Differentiate
 Discriminate
 Distinguish
 Examine
 Experiment
 Question
 Test

40. SYNTHESIS Putting together
 Use old ideas to create new ones
 Generalize from given facts
 Relate knowledge from several areas
 Predict, draw conclusions

41. SYNTHESIS Putting together
 Arrange
 Assemble
 Collect
 Compose
 Construct
 Create
 Design
 Develop
 Formulate
 Manage
 Organize
 Plan
 Prepare
 Propose
 Set up
 Write

42. EVALUATION Judging
 Compare and discriminate between ideas
 Assess value of theories, presentations
 Make choices based on reasoned argument
 Verify value of evidence
 Recognize subjectivity

43. EVALUATION Judging
 Appraise
 Argue
 Assess
 Attach
 Choose
 Compare
 Defend
 Estimate
 Judge
 Predict
 Rate
 Select
 Support
 Value
 Evaluate
 Explain

44. Questioning . . .
 Lower level questions—remembering, understanding &
lower level applying levels
 Lower level questions
 Evaluate students’ preparation and comprehension
 Diagnose students’ strengths and weaknesses
 Review and/or summarizing content

45. “Remembering” stems
What happened after...?
How many...?
What is...?
Who was it that...?
Name ...
Find the definition of…
Describe what happened after…
Who spoke to...?
Which is true or false...?

46. “Understanding” stems
Explain why…
Write in your own words…
How would you explain…?
Write a brief outline...
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Clarify…
Illustrate…

47. “Applying” stems
Explain another instance where…
Group by characteristics such as…
Which factors would you change if…?
What questions would you ask of…?
From the information given, develop a set of instructions
about…

48. “Analyzing” stems
Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Explain what must have happened when...
What are some or the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
What was the problem with...?

49. “Evaluating” stems
Judge the value of... What do you think about...?
Defend your position about...
Do you think...is a good or bad thing?
How would you have handled...?
What changes to… would you recommend?
Do you believe...? How would you feel if...?
How effective are...?
What are the consequences...?
What influence will....have on our lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
Who will gain & who will loose?

50. Taxonomy of Educational
Objectives: Affective Domain
Receiving
Responding
Valuing
Organization
Characterization by a Value
System

51. Sample Objectives in the
Affective Domain
 Recognize the ethical issues involved in using people in
scientific experiments.
 Demonstrate the courage to act on principle despite
adversity.
 Value the importance of hard work, intensity, and
attention to detail.
 Commit to a personal program of lifelong learning and
professional development.

52. Taxonomy of Educational
Objectives: Psychomotor Domain
Imitating
Manipulating
Articulating
Precision
Naturalization

53. Sample Objectives in the
Psychomotor Domain
 Use appropriate nonverbal communications, e.g.,
gestures, eye contact, poise.
 Create interactive 3-D models of products and
environments using lightweight metals.
 Determine the stress and deformation states of
structures using the appropriate physical tools and
measures.

55. Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Original Revised
Noun Verb

56. Creating
The learner creates new ideas and information using
what has been previously learned.
 Designing
 Constructing
 Planning
 Producing
 Inventing
 Devising
 Making
Can you generate new products, ideas, or ways of viewing
things?

57. Creating cont’
 Compose
 Assemble
 Organise
 Invent
 Compile
 Forecast
 Devise
 Propose
 Construct
 Plan
 Prepare
 Develop
 Originate
 Imagine
 Generate
• Formulate
• Improve
• Act
• Predict
• Produce
• Blend
• Set up
• Devise
• Concoct
• Compile
Putting together ideas
or elements to develop
a original idea or
engage in creative
thinking.
Products include:
• Film
• Story
• Project
• Plan
• New game
• Song
• Newspaper
• Media product
• Advertisement
• Painting

58. BLOOM’S TAXONOMY
Competence Skills Demonstrated
Remembering The recall of specific information
Understanding Understanding of what was read
Applying Converting abstract content to concrete
situations
Analysising Comparison and contrast of the content to
personal experiences
Evaluating Judgment and evaluation of characters, actions,
outcomes, etc., for personal reflection and
understanding
Creating Organization of thoughts, ideas, and information
from the content

59. 1. Remembering-Knowledge
(low level thinking)
The learner should be
able to
 Acquire specific facts,
ideas, or vocabulary
 Recall and move
information from
short-term to long-
term memory
Cues and starter verbs
include
 Define
 List
 Record
 Repeat
 Name
 Recall

60. 2. understanding-
Comprehension (low level thinking)
Learners should be
able to
 Grasp the meaning
of material learned
 Communicate what
has been learned
and interpret it
 Reach
understanding
Cues and starter verbs
include
 Describe
 Discuss
 Explain
 Identify
 Locate
 Report

61. 3. Application (Medium level thinking)
The learner should
be able to
 Use learned
knowledge
 in new or concrete
ways, or
 to solve new
problems
Cues and starter verbs
include
 Apply
 Illustrate
 Demonstrate
 Dramatize
 Employ
 Use

62. Eileen Herteis, The Gwenna Moss Teaching &
Learning Centre
4. Analysising (high level thinking)
The learner should be
able to
 Take ideas and
knowledge apart
 Breaking the statement
into small components
and establishing the
relation between the
components
 seek links between concepts
(compare)
 find what is unique (contrast)
Cues and starter verbs
include
 Analyze
 Calculate
 Distinguish
 Examine
 Experiment
 Relate
 Solve

63. 5. Evaluating (high level thinking)
Learner should be
able to
 Make judgements or
decisions based on
logical criteria or
conditions
 Rate or assess
conclusions
 Make valid choices
Cues and starter verbs
include
 Assess
 Select
 Rate
 Estimate
 Compare
 Judge
 Revise
 In my opinion

64. 6. Creating (high level thinking)
Learner should be
able to
 Re-organize parts to
create a new or
original concept or
idea
 Putting parts
together to form a
whole
Cues and starter verbs
include
 Compose
 Formulate
 Construct
 Predict
 Design
 Create

65. Questioning . . .
 Lower level questions—remembering, understanding &
lower level applying levels
 Lower level questions
 Evaluate students’ preparation and comprehension
 Diagnose students’ strengths and weaknesses
 Review and/or summarizing content

66. “Remembering” stems
What happened after...?
How many...?
What is...?
Who was it that...?
Name ...
Define…
Describe what happened after…
Who spoke to...?
Which is true or false...?

67. “Understanding” stems
Explain why…
Write in your own words…
How would you explain…?
Write a brief outline...
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Clarify…
Illustrate…

68. “Applying” stems
Explain another instance where…
Group by characteristics such as…
Which factors would you change if…?
What questions would you ask of…?
From the information given, develop a set of instructions
about…

69. “Analyzing” stems
Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Explain what must have happened when...
What are some or the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
What was the problem with...?

70. “Evaluating” stems
Judge the value of... What do you think about...?
Defend your position about...
Do you think...is a good or bad thing?
How would you have handled...?
What changes to… would you recommend?
Do you believe...? How would you feel if...?
How effective are...?
What are the consequences...?
What influence will....have on our lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
Who will gain & who will loose?

71. Bloom’s Taxonomy Provides
1. The basis for creating C-L-E-A-R student
learning expectations:
 Comprehensible to students
 Learner-Centered
 Evident, observable in fulfillment
 Attainable, but of a high standard
 Related to the course content and goals

72. Bloom’s Taxonomy Provides
2. Cues for asking questions that
stimulate classroom discussion
3. A framework for ensuring that you
encourage students’ higher-order thinking skills

73. HOW TO WRITE MULTIPLE
CHOICE TEST ITEMS
 As much of the statement as possible should
occur in the introductory portion of the item.
 Alternative answers should all be stated in correct
grammatical style.
 Incorrect alternatives or confusions should be
plausible.
 Each item should ordinarily have four or five
responses

74.  All items should have the same number of
alternative answers.
 Alternative answers should ordinarily occur at the
end of the statement.
 Answers should be required in a highly objective
form.
 Correct responses should be distributed with
approximate equality among possible answer
positions.
 Occurrence of correct responses should be
employed at random.

75. Rules For Writing Multiple Choice Questions
•Test comprehension and critical thinking, not just recall
•Use simple sentence structure and precise wording
•Place most of the words in the question stem
•Make all distractors plausible
•Keep all answer choices the same length
•Mix up the order of the correct answers
•Keep the number of options consistent
•Avoid tricking test-takers
•Use ‘All of the Above’ and ‘None of the Above’ with
caution
•by Connie Malamed
http://theelearningcoach.com/elearning_design/rules-for-multiple-choice-questions/

76. REMEMBERING (KNOWLEDGE)
What, when, where, , who, which….
MATHS:

77. Physical Science
Chemicals such as scheduled poisons and
other dangerous ones should be kept in
a. Open cup boards b. Locked up cup
boards
c. Dark rooms C. Open Verandah
History
The Battle of Panipat was fought in the year
a. 1526 b.1556 c. 1856 d. 1192

78. UNDERSTANDING ( COMPREHENSION)
Economics
The most serous economic problem of India is
a. Unemployment
b. Underdevelopment
c. Poverty and Unemployment
d. Stagnation and overpopulation
Spl.English
Walking early in the morning is always good for
health. The underlined word is an example for
a. Gerund b. Infinitive c. Noun. d. Verb

79. Bio. Science
 The intellectual value of Science teaching is
measured through
a . Listening and writing
b. Thinking and reasoning
c. Thinking and Listening
d. Drawing and writing

80. Applying
Mathematics
 (2+3)2
=
a. 25 b. 13 c. 11 d. 7
History
To promote National Integration, History Teacher
should not teach about
a. patriotism b. National leaders
c. Freedom struggle d. Negative Attitude

81. Physical Science
Domestic Liquefied Petroleum Gas
Cylinders should be used only for this
purpose
a. Vehicle. b. Agriculture.
c. Cooking. d. Industrial purpose
Spl.English
-------- is an example for pronoun
a. He/she b. Kannagi/ Ram c.
pen/ rubber d. Eating/running

82. Economics
A fall in the relative price for fruit
would
a. increase the demand for fruit
b. decrease the quality of fruit
c. have no effect on the demand for
fruit
d. have no effect on other eatables

83. ANALYZING
Science, History, Economics, Maths
& Spl.Eng
For all effective teaching, the
teaching methods should be
a. Subject oriented
b. teacher centred
c. student centred
d. innovative and integrative of
all methods

84. Spl.English
Aegon Targaryen and his sisters conquered the
Seven Kingdoms.
Select the noun in the sentence.
a. Aegon Targaryen b. his sisters
c. conquered d. Aegon Targaryen and his
sisters

85. EVALUATING
The History teacher is tracing the history of
Archimedis’ Law, narrating the
biography of the scientist. This shows the
correlation between History and
a. Social science
b. Biological science
c. Sociology
d. Physical science

86. Economics
At present Economic Condition, the
urgent need of our country is
a. To educate the illiterates and creating
awareness about all matters of
national
importance
b. To divert the attention of the people to
accumulate wealth
c. Just to increase the number of
educational
institutions
d. To encourage child labour

87. Spl.English
Reading good books will not
serve as a tool for
a. mental stimulation
b. stress reduction
c. better writing skill
d. negative thinking

88. Science
Which out of the following is the
most important advantage of a
science kit
a. Portable and unbreakable
b. made from locally available
materials
c. useful for demonstration when
labs are
not avaliable
d. low cost and are readily available

89. Creating
To develop the potential of the students the
teacher can ask them to
•design any lab
•conduct mock parliament
•act as an ordinary teacher
•get motivated to imbibe all the skills of an
inspiring teacher

91. References and Resources
Cruz, E. (2003). Bloom's revised taxonomy. In B. Hoffman (Ed.), Encyclopedia of Educational Technology.
http://coe.sdsu.edu/eet/Articles/bloomrev/start.htm
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