Writing Effective Learning Objectives Using Bloom's Taxonomy_Ppt

Marc Imhotep Cray, M.D. Marc Imhotep Cray, M.D.1

Marc Imhotep Cray, M.D.

Bloom's Taxonomy was created in 1956 under leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education such as analyzing and evaluating concepts, processes, procedures, and principles rather than just remembering facts (rote learning) It is most often used when designing educational, training,

and learning processes

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The Three Domains of Learning

The committee identified three domains of educational activities or learning (Bloom, et al. 1956): Cognitive: mental skills (knowledge) Affective: growth in feelings or emotional areas

(attitude or self) Psychomotor: manual or physical skills (skills)

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Instructional designers, trainers, and educators refer to these three categories as KSA Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective])

Domains may be thought of as categories

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The Cognitive DomainInvolves knowledge and development of intellectual

skills (Bloom, 1956) includes recall or recognition of specific facts, procedural patterns, and concepts that serve in development of intellectual abilities and skills

There are six major categories of cognitive processes starting from simplest to most complex Knowledge Comprehension Application Analysis Synthesis Evaluation

NB: Categories can be thought of as degrees of difficulties. That is, first ones must normally be mastered before next one can take place.

Low

er to H

igher

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Lorin Anderson, former student of Bloom, and David Krathwohl revisited the cognitive domain in nineties and made some changesAnderson LW, Krathwohl DR, et.al. A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson: Allyn & Bacon, 2001.

Bloom's Revised Taxonomy

Major revisions included: changing names in six categories from noun to verb forms rearranging six categories as shown in chart on next slide creating a processes and levels of knowledge matrix

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Original Domains

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

New Domains

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

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Processes & Levels of Knowledge Matrix

The

Knowledge

Dimension

Remember Understand Apply Analyze Evaluate Create

Facts

Concepts

Processes

Procedures

Principles

Metacognitive

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An example matrix that has been filled in might look something like this:

The

Knowledge

Dimension

Remember Understand Apply Analyze Evaluate Create

Facts list para-phrase classify outline rank categorize

Concepts recall explains show contrast criticize modify

Processes outline estimate produce diagram defend design

Procedures reproducegive an

examplerelate identify critique plan

Principles state converts solvedifferent-

iatesconclude revise

Meta-

cognitiveproper use interpret discover infer predict actualize

Marc Imhotep Cray, M.D. 10

Further study:Writing Learning Objectives Using Bloom's Taxonomy, A Tutorial by Dr. Cray