Blooms Taxonomy

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Blooms Taxonomy
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Blooms Taxonomy

• Taxonomy-classification
• An method of addressing the different levels of
  thinking and learning
• Identifies three domains
• Cognitive
• Affective
• Psychomotor

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Cognitive Domain
Higher Level Thinking On Top Lower Level
Thinking On The Bottom
The Higher The Level On The Graphic The Less
That Level Tends To Be Addressed In Education
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Knowledge

• Remembering previously learned material
• May involve recall of a wide range of material
• All required-bringing to mind the appropriate
  information

• Illustrative verbs
• Enumerate
• Define
• Describe
• Identify
• Label
• List
• Match
• Name
• Outline
• Recall
• Recite
• Recollect
• Relate
• Reproduce
• Select

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Comprehension

• The ability to grasp meaning of material
• Translating material from one form to another
• Interpreting material by explaining or summarizing

• Illustrative verbs
• Change
• Construct
• Convert
• Decode
• Define
• Describe
• Distinguish
• Discriminate
• Explain
• Extend
• Generalize
• Give example
• Illustrate
• Paraphrase
• Restate
• Rewrite
• Summarize

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Application

• The ability to use learned material in new and
  concrete situations
• The ability to apply learned material
• may include application of
• Rules
• Methods
• Concepts
• Principles
• Laws
• Theories

• Illustrative verbs
• Apply
• Change
• Compute
• Demonstrate
• Develop
• Employee
• Illustrate
• Manipulate
• Modify
• Operate
• Organize
• Predict
• Prepare
• Produce
• Solve
• Use

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Analysis

• The ability to break down material into its
  component parts to be understood
• May include
• Identification of the parts
• Analysis of the relationship between parts
• Recognition of the organizational principles
  involved

• Illustrative verbs
• Analyze
• Breakdown
• Classify
• Compare
• Contrast
• Determined
• Deduce
• Diagram
• Differentiate
• Distinguish
• Relate
• Separate
• Subdivide

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Synthesis

• The ability to put parts together to form a new
  hole
• May involve the production of
• A unique communication (theme or speech)
• A plan of operations (research proposal)
• A set of abstract relations (scheme for
  classifying information)

• Illustrative verbs
• Compose
• Conceive
• Construct
• Create
• Design
• Devise
• Formulate
• Generate
• Invent
• Originate

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Evaluation

• Illustrative verbs
• Appraise
• Choose
• Compare
• Conclude
• Contrast
• Criticize
• Decide
• Defend
• Discriminate
• Justify
• Resolve
• Support
• Validate

• The ability to judge the value of material
• Judgments are based on definite criteria
• Criteria may be internal (organization) or
  external (relevance to the purpose)
• Student may determine criteria or criteria may be
  given to them

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Affective Domain
Higher Level Thinking On Top Lower Level
Thinking On The Bottom
The Higher The Level On The Graphic The Less
That Level Tends To Be Addressed In Education
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Receiving

• Willingness to receive or attend to particular
  phenomenon or stimuli
• Classroom activities
• Textbook
• Assignment, etc
• Three subcategories
• Awareness
• Willingness to receive
• Controlled or selected attention
• Getting, holding, and directing students
  attention

• Illustrative Behavioral Terms
• Acknowledge
• Ask
• Attend
• Be aware
• Choose
• Describe
• Follow
• Identify
• Listen
• Locate
• Name
• Reply
• Show alertness
• View
• Watch

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Responding

• Active participation on the part of the student
• Not just willing to attend, but actively
  attending
• Indicates desire that a student has become
  sufficiently involved in a subject, activity,
  etc., so as to seek it out and gained
  satisfaction from working with it

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Responding

• Illustrative Behavioral Terms
• Agree (to)
• Answer
• Task
• Comply
• Consent
• Conform
• Contribute
• Follow-up
• Indicate
• Inquire
• Obey

• Participate
• Pursue
• Question
• React
• Read
• Reply
• Report
• Request
• Respond
• Seek
• Select
• Visit
• Volunteer
• Write

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Valuing

• Student sees worth or value in the subject,
  activity, assignment, etc.
• Characterized by valuing that is motivated
• Not by the desire to comply or obey
• By the individuals commitment to the underlying
  value guiding the behavior
• Learning outcomes are concerned with behavior
  that is consistent enough to make the value
  clearly identifiable

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Valuing

• Illustrative Behavioral Terms
• Accept
• Adopt
• Approve
• Complete
• Choose
• Commit
• Desire
• Differentiate
• Display
• Endorse
• Exhibit
• Explain

• Express
• Form
• Initiate
• Invite
• Join
• Justify
• Prefer
• Propose
• Read
• Report
• Sanctioned
• Select
• Share
• Study
• Work

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Organization

• Bringing together a complex of set of values,
  resolving possible conflicts between them, and
  beginning to build an internally consistent value
  system
• Individual sees how the value relates to those
  already held or to new ones that are coming to be
  held
• Integration of values is less harmonious a kind
  of dynamic equilibrium dependent upon salient
  events at a specific point in time

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Organization

• Illustrative Behavioral Terms
• Adapt
• Adhere
• Alter
• Arrange
• Categorize
• Classify
• Combine
• Compare
• Complete

• Defend
• Explain
• Group
• Identify
• Integrate
• Modified
• Order
• Organize
• Prepare
• Rank
• Relate
• Synthesize
• Systemize

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Characterization By Value Or Value Complex

• Internalization of values have a place in the
  individuals value hierarchy
• Values have controlled ones behavior for a
  sufficient long period of time to have developed
  a characteristic lifestyle
• The behavior is pervasive, consistent, and
  predictable

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Characterization By Value Or Value Complex

• Illustrative Behavioral Terms
• Act
• Advocate
• Behave
• Characterize
• Conform
• Continue
• Defend
• Devote
• Disclose
• Discriminate
• Display
• Encourage
• Endure
• Exemplify
• Function

• Incorporate
• Influence
• Justify
• Maintain
• Modify
• Pattern
• Practice
• Preservice
• Performed
• Question
• Revise
• Retain
• Support
• Uphold
• Use

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Psychomotor Domain
Higher Level Thinking On Top Lower Level
Thinking On The Bottom
The Higher The Level On The Graphic The Less
That Level Tends To Be Addressed In Education
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Imitation

• Early stages of learning a complex skill,
  overtly, after the individual has indicated a
  readiness to take a particular type of action
• Includes repeating an act that has been
  demonstrated or explained
• Includes trial and error until an appropriate
  response is achieved

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Imitation

• Illustrative Verbs
• Began
• Assemble
• attempt
• Carryout
• Copy
• Construct
• Dissect
• Duplicate
• Follow

• Mimic
• Move
• Practice
• Proceed
• Repeat
• Reproduce
• Respond
• Organize
• Sketch
• Start
• Try

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Manipulation

• Individual continues to practice 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 the previous
  level
• The learner is still not sure of themselves

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Manipulation

• Illustrative Verbs
• Acquire
• Assemble
• Complete
• Conduct
• Do
• Execute
• Improve
• Maintain

• Make
• Manipulate
• Operate
• Pace
• Perform
• Produce
• Progress
• Use

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Precision

• Skill has been attained
• Proficiency is indicated by a quick, smooth,
  accurate performance, requiring minimum energy
• Overt response is complex and performed without
  hesitation

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Precision

• Illustrative Verbs
• Achieve
• Accomplish
• Advance
• Automatize
• Exceed
• Excel
• Master
• Reach

• Refine
• Succeed
• Surpass
• Transcend

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Articulation

• Involves a higher level of precision
• Skills are so well developed that the individual
  can modify movement patterns to fit special
  requirements or to meet a problem situation

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Articulation

• Illustrative Verbs
• Adapt
• Alter
• Change
• Excel

• Rearrange
• Reorganize
• Revise
• Success
• Transcend

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Naturalization

• Responses are automatic
• Individual begins to experiment, creating new
  motor acts or ways of manipulating materials out
  of understandings, abilities, and skills
  developed
• One acts without thinking

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Naturalization

• Illustrative Verbs
• Arrange
• Combined compose
• Construct
• Create

• Design
• Refine
• Originate
• Transcend

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Psychomotor Domain

• A note about targeting the psychomotor domain
• This is the domain that most academic program
  areas (including Business Education) deal with
  the least
• The main characteristic of this domain is that
  physical ability is what is being dealt with
• When targeting the psychomotor domain (for test
  questions, writing objectives, etc. . . ) ask
  yourself what is being evaluated?

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Psychomotor Domain

• Simply having physical activity involved to
  complete the task does not indicate the student
  is working or being evaluated in the psychomotor
  domain (at least as the dominant domain)
• Poor Example
• The student will key a letter in block format.
• There is no measurement/evaluation of anything
  physical
• This is in the cognitive domain and application
  level since the leaning being evaluated is the
  students knowledge of keying a letter in block
  format

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Psychomotor Domain

• Good Example
• Review the letter below. Key this bad-news
  letter to the Smiths in 10 minutes or less.
• In this case the students speed and accuracy is
  being measureda physical skill.
• Business Educators rarely target the psychomotor
  domain except for evaluating speed and accuracy
  in keyboarding and using calculators or numeric
  keyboards. I am sure other examples are true.

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A Note About Illustrative Verbs

• Some illustrative verbs are used in more than one
  level of a single domain
• The use of a verb in itself does not guarantee
  the level and domain targeted is being addressed
• Ask What is (or what could be) evaluated?
• Think about the complexity of the thoughts and/or
  skills required

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Closing Thoughts

• Most of the time people/students are thinking and
  evaluating in multiple domains and on multiple
  levels
• Ascertain the dominant domain
• List the dominant domain first
• List the subsequent domains in the order of
  dominance

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Final Thoughts

• Teachers should teach and evaluate in different
  domains and different levels
• Promotes higher level thinking and problem
  solving
• Teachers often stay only in the cognitive domain
  at the knowledge level
• Easiest to teach in
• Easiest to evaluate in