Transcript Diapositiva 1

Bloom’s Taxonomy
Let’s share….
• Do you apply Bloom’s Taxonomy to create
the tests?
– If yes, how?
– If no, why?
Bloom’s Taxonomy
in Cognitive Domain
• To classify forms and levels of learning in
the cognitive domain defined as knowledge
structures and the development of
intellectual skills (Based on Bloom, 1956)
Bloom’s Taxonomy
in Cognitive Domain
KNOWLEDGE
• Definition: Recall data or location of
specific bits of information.
• Useful Verbs: tell, list, describe, relate,
locate, write, find, state, name
• Samples: What is…? How many….?
Can you name the…? Who spoke to…?
KNOWLEDGE
• Yesterday Jane……on vacation.
1.
2.
3.
4.
go
went
gone
going
Answer: 2
Level: Easy
COMPREHENSION
• Definition: Understanding of
communicated material or information.
• Useful Verbs: explain, interpret, outline,
discuss, distinguish, predict, restate,
translate, compare, describe
COMPREHENSION
• Samples:
– Can you write your own words?
– Who do you think…?
– What was the main idea?
– Who was the key characters?
etc.
COMPREHENSION
• In the……..season in Thailand, Wanida
put on her……when it’s raining.
1.
2.
3.
4.
summer/sunglasses
cold/gloves
hot/hat
rainy/raincoat
Answer: 4
Level: Easy
APPLICATION
• Definition: Use a concept in a new
situation, rules, and theories in new
situations
APPLICATION
• Useful Verbs: solve, show, use, illustrate,
construct, complete, examine, classify
• Samples:
– Do you know another instance where…?
– Could this have happened in….?
– What factors would you change if….?
APPLICATION
• This test is very easy! ………….for me.
1.
2.
3.
4.
It’s a hot potato
It’s a piece of cake
It’s a piece of banana
It’s a bread and butter
Answer: 2
Level: Easy
ANALYSIS
• Definition: Separates material or
concepts into component parts. Break
down information into its parts.
Distinguishes between facts and
inferences.
ANALYSIS
• Key Words: analyze, distinguish, examine,
compare, contrast, investigate, categorize,
identify, explain, separate, advertise
• Examples:
– Which events could have happened…?
– What was underlying theme of…?
– How was this similar to…..?
ANALYSIS
• All life begins, “living things” all have a
moment at which they become alive. What is
the “living things”?
1.
2.
3.
4.
A table
A tree
An axe
A chair
Answer: 2
Level: Difficult
SYNTHESIS
• Definition: Builds a structure or pattern
from diverse elements. Put parts or ideas
together into a new form as a whole, with
emphasis on creating a new meaning or
structure.
• Useful Verbs: create, invent, compose,
predict, plan, construct, design, imagine,
propose, devise,
SYNTHESIS
• Examples:
– Can you design a…. to ….?
– Why not compose a song about….?
– What would happen if….?
SYNTHESIS
• What is the best word to describe
characteristic of the fox?
1.
2.
3.
4.
cunning
stupid
kind
lazy
Answer: 1
Level: Difficult
EVALUATION
• Definition: Make judgments about the
value of ideas or materials on the basis of
set standards or criteria.
• Useful Verbs: judge, select, choose,
design, justify, debate, verify, argue,
recommend, assess, discuss, rate,
prioritize, determine
EVALUATION
• Examples:
– Is there a better solution to….?
– Judge the value of…
– Can you defend your position about….?
– Do you believe?
REFERENCE
• http://www.learningandteaching.info/learning/blo
omtax.htm
• http://www.nwlink.com/~donclark/hrd/bloom.html