Wilkes County Schools Tracee McManus & Nikki Patrick.
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Bloom’s Taxonomy and Classroom Assessment
Wilkes County SchoolsTracee McManus & Nikki Patrick
Bloom’s Taxonomy Investigate the Revised Taxonomy
New terms New emphasis
Explore each of the six levels Use the taxonomy to plan a unit and
develop an assessment for the learning targets
Overview
Taxonomy of Cognitive Objectives 1950s- developed by Benjamin Bloom Means of expressing qualitatively different kinds of
thinking Adapted for classroom use as a planning tool Continues to be one of the most universally applied
models Provides a way to organize thinking skills into six
levels, from the most basic to the higher order levels of thinking
Taxonomy recently revised As a result, a number of changes were made
Bloom’s Taxonomy
Revised Bloom’s Taxonomy
Original Terms New Terms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
•Creating
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Change in Emphasis
More authentic tool for curriculum planning, instructional delivery and assessment.
Aimed at a broader audience. Easily applied to all levels of schooling. The revision emphasises explanation and
description of subcategories.
(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 10).
Remembering
The learner is able to recall, restate and remember learned information
Can you recall information?
Classroom Roles for Remembering
Teacher roles
Directs Tells Shows Examines Questions Evaluates
Student roles
Responds Absorbs Remembers Recognizes Memorizes Defines Describes Retells Passive recipient
Assessment for Remembering
Includes Activities Include to:
List Memorize Locate Give Example Quote Repeat Recall Recite Sort
Products Include: Quiz Definition Fact Worksheet Test Label Vocabulary
Understanding
The learner grasps the meaning of information by interpreting and translating what has been learned.
Can you explain ideas or concepts?
Classroom Roles for Understanding
Teacher roles
Demonstrates Listens Questions Compares Contrasts Examines
Student roles
Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant
Assessment for Understanding
Includes Activities Include to:
Restate Identify Discuss Retell Translate Paraphrase Describe Give main idea
Products Include: Recitation Summary Collection Explanation Example Outline Show and Tell
Applying
The learner makes use of information in a context different from the one in which it was learned
Can you use the information in another familiar situation?
Classroom Roles for Applying
Teacher roles
Shows Facilitates Observes Evaluates Organizes Questions
Student roles
Solves problems Demonstrates use
of knowledge Calculates Compiles Completes Illustrates Constructs Active recipient
Assessment for Applying Includes
Activities Include to: Translate Manipulate Exhibit Interpret Calculate Practice Construct Demonstrate
Products Include: Illustration Simulation Demonstration Presentation Interview Performance Journal
Analyzing
The learner breaks learned information into its parts to best understand that information
Can you break information into parts to explore understandings and relationships?
Classroom Roles for Analyzing
Teacher roles
Probes Guides Observes Evaluates Acts as a resource Questions Organizes Dissects
Student roles
Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires Active participant
Assessment for Analyzing Includes
Activities Include to: Distinguish Experiment Probe Criticize Detect Sequence Debate Dissect
Products Include: Graph Spreadsheet Checklist Survey Database Abstract Report
Evaluating
The learner makes decisions based on in-depth reflection, criticism and assessment
Can you justify a decision or course of action?
Classroom Roles for Evaluating
Teacher roles
Clarifies Accepts Guides
Student roles
Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant
Assessment for Evaluating Includes
Activities Include to: Judge Rate Validate Predict Determine Tell Why Compare Defend
Products Include: Debate Panel Evaluation Investigation Verdict Conclusion Persuasive Speech
Creating
The learner creates new ideas and information using what has been previously learned
Can you generate new products, ideas, or ways of viewing things?
Classroom Roles for Creating
Teacher roles
Facilitates Extends Reflects Analyses Evaluates
Student roles
Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant
Assessment for Creating Includes
Creating Includes to: Compose Assemble Invent Compile Develop Formulate Concoct
Products Include: Film Story Project Song Advertisement Painting Media Product
Now it’s your turn…
Use the Bloom’s Matrix and these notes to plan two activities or test questions for each level of the taxonomy.
Work with your partner. We will copy these for our Thinking Skills Folder
so everyone can share our BRILLIANT ideas.HAVE FUN!
“A good teacher makes you think even when you don’t want to.” (Fisher, 1998, Teaching
Thinking)
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