Bloom's of Taxonomy

7/27/2019 Bloom's of Taxonomy

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BLOOMSTAXONOM

OF EDUCATIONAL

OBJECTIVESMay Ela

Kristine

Nia Je


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2. Of ways and Means of Dealing with

a.) Conventions

b.) Trends and Sequencesc.) Classification and Categories

d.) Criteria

e.) Methodology

3. Of Universals and Abstractions in tII.Comprehension1. Translation

2. Interpretation

3. Extrapolation


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III.ApplicationIV. Analysis

1. Analysis of Elements

2. Analysis of Relationships

3. Analysis of /organizational Principles

V. Synthesis1. Production of a Unique Communication

2. Production of a Plan, or Proposed set ofOperation

3. Derivations of a Set of Abstract Relations


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FORMULATING LEARNING OBJECTIVDescription of the Major

Categories in the CognitiveDomain

Illustrative GeneralInstructional Objectives

Illustrative BehaStating Spec

Outco

KNOWLEDGE.It is defined as theremembering of thepreviously learnedmaterial. This may involvethe recall of a wide rangeof material, from specificfacts to complete theories,

but all that is required isthe bringing to mind of theappropriate information.Knowledge represents thelowest level of learningoutcome in the cognitive

domain.

Knows common termsKnows specific factsKnows methods andproceduresKnows basic conceptsKnows principle

Defines, deIdentifies, lmatches, noutlines, reselects stat


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COMPREHENSION .It is defined as the abilityto grasp the meaning ofthe material. This maybeshown by translatingmaterial from one form toanother, by interpretingmaterial, and by

estimating future trends.These learning outcomesgo one step beyond thesimple remembering ofmaterial and representthe lowest level ofunderstanding.

Understands facts andprinciplesInterprets verbal materialsInterprets charts andgraphsTranslate verbal tomathematical formulas

Estimates futureconsequencesJustifies methods andprocedures

Convertsdistinguisexplains, generalizexamplepredicts, summariz

Description of the MajorCategories in the Cognitive

Domain

Illustrative General InstructionalObjectives

Illustrative BeStating Sp

Ou


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APPLICATION It refers to the ability touse learned material ina new and concretesituation. This mayinclude the applicationof such things as rules,methods, concepts,

laws, principles, andtheories. Learningoutcomes in this arearequire a higher level ofunderstanding thanthose undercomprehension.

Applies concepts and

principles to newsituationsApplies laws andtheories to practicalsituationsSolves mathematicalproblems

Demonstrates correctusage of a method orprocedureConstructs charts andgraphs

Changes,

demonstrdiscovers,modifies, predicts, puses, prodshows, sol


Domain



Outc


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Domain

Illustrative General InstructionalObjectives

Illustrative BehStating Spe

Outc

ANALYSIS.It refers to the ability tobreak down material intoits component parts so thatits organizational structuremaybe understood. Thismay include theidentification of the parts,and recognition of theorganizational principlesinvolved. Learningoutcomes here represent ahigher intellectual levelthan comprehension ofboth the content andstructural form of material.

Recognizes unstatedassumptionsRecognizes logical fallaciesin reasoningDistinguishes between factsand opinion/inferencesEvaluates the relevancy ofdata

Analyzes the organizationalStructure of a work

Breaks dowdifferentiatdistinguisheillustrates, inpoints out, separates,


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Domain



Outco

SYNTHESIS .It refers to the ability to putparts together to form anew whole. This mayinvolve the production ofa unique communication(theme or speech), a planof operations (researchproposal), or a set of

abstract relations (schemeof classifying information).Learning outcomes in thisarea stress creativebehaviors, with majoremphasis on theformulation of newpatterns or structures.

Writes a well organizedthemeGives a well organizedspeechWrites a creative shortstory (or poem, or music)Propose a plan for anexperiment

Integrates learning fromdifferent areas into a planfor solving a problemFormulates a new schemefor classifying objects (orevents or ideas)

Categories, complies, cocreates, devexplains, gemodifies, plarearranges, relates, reorrevises, rewr

summarises,


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ThAffecDom

The Affective Domain is with the changes in interests, attitudes, and valuedevelopment of appreciation and adjustment.


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Affective domain are classified as to:

I. Receiving (Attending)1. Awareness2. Willingness to receive

3. Controlled or selected attention

This is the lowest of the affective domain. At student is aware of the existence of a condition or pro

willing at least to listen attentively to what others haveit.

An objective at this level might be for thedemonstrate a willingness to learn about environmentby contributing to an introductory discussion on the s


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II. Responding1. Acquiescence in responding2. Willingness to respond

3. Satisfaction to respond

At this level the student are willing to go along or a value (such as being willing to follow school rulevolunteers to respond, and takes satisfaction in the re

An objective at this level might be for the studedisplay an interest in solving environmental social prtaking a stand in classroom discussions against envirodestruction.


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III.Valuing1. Acceptance of a value

2. Preference for a value3. Commitment

Here the students demonstrates that an attitbeen accepted and is constantly preferred over coattitudes and values.

An objective at this level might be for the stuindicate a commitment to environmental protectpromotion by becoming an active member of a cservice organization.


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IV .Organization1. Conceptualization of a value

2. Organization of a value system

An objective at the Organizational level mithe students to identify in their own lives two con

values relative to environmental protection and and to describe how that conflict will be resolved


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V. Characterization1. Generalized set2. Characterization

An objective at this level might bstudent to demonstrate continuing comm

the idea of environmental promotion by sbe an ecologist who specializes in meecology problems.


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ThePsychomotorDomain

The psychomotor domain is cothe development of motor skills and neuromusculObjectives in the psychomotor domain often contthe cognitive and affective domain (vice versa), butcharacteristic and intent of the students response

movement.


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The psychomotor domain has five levels namely: imitatio

manipulation, precision, articulation, and naturalization.

Descriptors of Major Categories in thePsychomotor Domain Illustrative V

1. ImitationEarly stage in learning a complex

skill, overtly, after the individual

has indicated a readiness to take a

particular type of action. Imitation

includes repeating an act that has

been demonstrated or explained,

and it includes trial and error until

an appropriate response is

achieved.

Begin, assemble, a

out, copy, calibrate

dissect, duplicate,

move, practice, proreproduced, respo

sketch, start, try, vo


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Descriptors of Major Categories in thePsychomotor Domain Illustrative Ve

2. ManipulationIndividual continues topractice a particular skill or

sequence until it becomes

habitual and the action can be

performed with some

confidence and proficiency.The response is more complex

than at the previous level, but

the learner is still isnt sure of

himself/herself.

(same as imitation)assemble, complete

do, execute, impro

maintain, make, m

operate, pace, perf

produce, progress,


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Descriptors of Major Categories in thePsychomotor Domain Illustrative Ve

3

. PrecisionSkill has been attained.Proficiency is indicated by a

quick, smooth, accurate

performance, requiring a

minimum of energy. The overt

response is complex and

performed without hesitation.

(same as imitation

manipulation) achi

accomplish, advan

automatize, exceed

master, reach, refin

surpass, transcend.


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Descriptors of Major Categories in thePsychomotor Domain Illustrative V

4. ArticulationInvolve an even higher level of

precision. The skills are so

well developed that the

individual can modify

movement patterns to fitspecial requirements or to

meet a problem situation.

Adapt, alter, change,

rearrange, reorganize

surpass, transcend.


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Descriptors of Major Categories inthe Psychomotor Domain Illustrative Ve

5. Naturalization

Response is automatic. Theindividual begins to

experiment, creating new

motor acts or ways of

manipulating materials out

of understandings, abilities,and skills developed. One

acts without thinking.

Arrange, combinecompose, construc

design, refine, orig

transcend.


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Bloom's of Taxonomy