Transcript Learning Taxonomies - Jomo Kenyatta University of

Bloom’s Taxonomy
(As revised by Anderson et al
2001)
Synthesis /creation
Design, organize, formulate,
propose.
Biggs’ Proposed Levels of Attainment
Biggs’ & Collis’ SOLO Taxonomy
A:
The very best understanding.
Extended Abstract Thinking
Theories
Generalize
Reflect evaluate
Evaluation
Judge, appraise, evaluate, compare, assess.
B:
Highly Satisfactory.
Analysis
Distinguish, analyze, calculate, test, inspect
Application
Apply, use, demonstrate, illustrate, practice.
Relational Thinking
Explain
Analyze
Compare
Apply
C:
Quite Satisfactory.
Multi-structural Thinking
Classify
Comment upon
D:
Just a pass
Uni-structural
State
Describe
Comprehension
Explain, describe, discuss, recognize.
Pre-structural
E:
Fail
Knowledge
Define, list, name, recall, record.
1
TRANSPARENT REQUIREMENTS
Competence
•Learning outcomes
•Specify the essential learning, focused on results.
•Define the minimum acceptable standards of what students are expected to do after completing a course or programme.
•Spell out what the student are expected to do in observable and measurable terms
•Are being described by using active verbs.
Performance = behavior the students shows and thus can be assessed.
Example; outcomes of course
Students are able to:
Student know the basic concepts
1.Define what learning outcomes are
of learning outcomes
2.To interpret the concepts in the light of educational theory
3.Design the learning outcomes of a course unit.
2
The Knowledge Dimension
Bloom’s Revised
Taxonomy
Worksheet
Cognitive Process Dimension
1 Remember
2 Understand
Recognizing or
Constructing meaning from
recalling knowledge, instructional messages.
facts or concepts.
Verbs: illustrate, defend,
Verbs: define,
compare, distinguish,
describe, identify,
estimate, explain, classify,
know, label, list,
generalize, interpret,
match, name,
paraphrase, predict, rewrite,
summarize, translate
outline, recall,
recognize,
reproduce, select,
state, locate
3 Apply
Using ideas and
concepts to solve
problems.
4 Analyze
Breaking
something
down into
components,
Verbs: implement,
seeing
organize, dramatize,
relationships
solve, construct,
and an overall
demonstrate, discover,
structure.
manipulate, modify,
operate, predict,
Verbs:
prepare, produce,
analyze, break
relate, show, solve,
down,
choose
compare,
select,
contrast, decon
struct,
discriminate,
distinguishes,
identify, outline
5 Evaluate
6 Create
Making judgments Reorganize
based on criteria diverse
elements to
and standards.
form a new
Verbs: rank,
pattern or
assess, monitor, structure.
check, test, judge
Verbs:
generate, plan,
compose,
develop,
create, invent,
organize,
construct,
produce,
compile,
design, devise
Factual Knowledge
Basic elements used to communicate,
understand, organize a subject:
terminology, scientific terms, labels,
vocabulary, jargon, symbols or
representations; and specific details
such as knowledge of events, people,
dates, sources of information.
Conceptual Knowledge
Knowledge of classifications and
categories, principles, theories,
models or structures of a subject.
Procedural Knowledge
Knowing how to do something:
performing skills, algorithms,
techniques or methods.
Metacognitive Knowledge
The process or strategy of learning
and thinking; an awareness of one’s
own cognition, and the ability to
control, monitor, and regulate one’s
own cognitive process.
Developed by Lisa O’Reilly, MA. Based on Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for learning, teaching, and
assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
3
EXAMPLE: COMMON BODY OF COMPETENCE
•Students develop skill in a critical thinking, clear and thoughtful communication, creative expression and honest
open inquiry
•Students develop mastery of a specific major and an understanding of the connection among disciplines.
•Students develop respect for differences among people and ideas and learn to clarify and articulate their own values.
•Students demonstrate that they are responsible, engaged citizens.
PEER CONSULTATION:
Defining learning outcomes
1. Please define the learning outcomes students have to master in order to acquire the competence of critical
thinking or scientific writing or strategic thinking .
2. What could the student be expected to do to achieve the defined learning outcomes?
4
Bloom's Taxonomy Verbs
Use verbs aligned to Bloom's Taxonomy to create discussion questions and lesson Plans that ensure your students'
thinking progresses to higher levels.
Knowledge
Count
Define
Describe
Draw
Enumerate
Find
Identify
Label
List
Match
Name
Comprehend
Quote
Recall
Recite
Record
Reproduce
Select
Sequence
State
Tell
View
Write
Classify
Cite
Conclude
Convert
Describe
Discuss
Estimate
Explain
Generalize
Give examples
Illustrate
Imitate
Implement
Interview
Include
Inform
Instruct
Paint
Participate
Predict
Prepare
Produce
Provide
Relate
Report
Select
Show
Solve
Transfer
Use
Utilize
Break down
Characterize
Classify
Compare
Contrast
Correlate
Debate
Deduce
Diagram
Differentiate
Discriminate
Distinguish
Examine
Interpret
Locate
Make sense of
Paraphrase
Predict
Integrate
Intervene
Invent
Make up
Model
Modify
Negotiate
Organize
Perform
Plan
Pretend
Produce
Progress
Propose
Rearrange
ReconstructReinforce
Reorganize
Revise
Rewrite
Structure
Substitute
Validate
Appraise
Argue
Assess
Choose
Compare & Contrast
Conclude
Criticize
Critique
Decide
Defend
Evaluate
Apply
Act
Administer
Articulate
Assess
Change
Chart
Choose
Collect
Compute
Construct
Contribute
Control
Demonstrate
Determine
Develop
Discover
Dramatize
Draw
Establish
Extend
Analyze
Synthesize
Adapt
Anticipate
Categorize
Collaborate
Combine
Communicate
Compare
Compile
Compose
Construct
Contrast
Create
Design
Develop
Devise
Express
Facilitate
Formulate
Generate
Incorporate
Individualize
Initiate
Interpret
Locate
Make senseParaphrase
Predict
Report
Restate
Review
Summarize
Trace
Understand
Report
Restate
Review
Summarize
Trace
Understand
Focus
Illustrate
Infer
Limit
Outline
Point out
Prioritize
Recognize
Research
Relate
Separate
Subdivide
Evaluate
Interpret
Judge
Justify
Predict
Prioritize
Prove
Rank
Rate
Reframe
Select
Support
5