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

RememberingTeacher 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

UnderstandingTeacher 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

AnalyzingTeacher 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

EvaluatingTeacher 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

CreatingTeacher 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)