Bloom’s Taxonomy

AAMIR HUSSAIN SHAHANI

M.A EPM
NATIONAL UNIVERSITY OF MODERN LANGUAGES
ISLAMABAD
14 DECEMBER 2017
EMAIL: hussainiaamir512@gmail.com
Who is Benjamin Bloom?

 -A Jewish-American educational psychologist

 Contributions:
 1. Classification of educational objectives
 2. Theory of Mastery-Learning
What is TAXONOMY?

 Comes from two Greek words:

 Taxis: arrangement
 Nomos: science
 Science of arrangements
A set of classification principles, or
structure and Domain simply means
category.
BACKGROUND

 In 1956, Benjamin Bloom with collaborators Max

Englehart, Edward Furst, Walter Hill, and David
Krathwohl
 published a framework for categorizing
educational goals:
 Taxonomy of Educational Objectives
 this framework has been applied by generations
of teachers and college instructors in their
teaching.
DEFINITION

Bloom’s taxonomy is a
classification system used to
define and distinguish different
levels of human cognition—i.e.,
thinking, learning, and
understanding.
PURPOSE

 The purpose of Bloom’s Taxonomy is

to help educators to inform or guide
the development of assessments
(tests and other evaluations of student
learning), curriculum (units, lessons,
projects, and other learning activities),
and instructional methods such as
questioning strategies.
BLOOM’S TAXONOMY

 ORGINAL TAXONOMY (1956)

 By BLOOM

 REVISED TAXONOMY (2001)

 By LORIN ANDERSON
A farmer student of Bloom
The Original Taxonomy (1956)

 The Three Domains Of Learning:

 Cognitive: mental skills (knowledge)
 Affective: growth in feelings or emotional areas
(attitude or self)
 Psychomotor: manual or physical skills (skills)
 Instructionaldesigners, trainers, and
educators often refer to these three categories
as KSA
COGNITIVE DOMAIN

 The cognitive domain involves knowledge

and the development of intellectual skills.
 This includes the recall or recognition of
specific facts, procedural patterns, and
concepts that serve in the development of
intellectual abilities and skills. There are
six major categories of cognitive
processes, starting from the simplest to
the most complex
COGNITIVE DOMAIN
KNOWLEDGE

 “involves the recall of specifics and

universals, the recall of methods and
processes, or the recall of a pattern,
structure, or setting.”
 Student can:
 Write, List, Define with his knowledge
if he have.
COPREHENSION

 Refers
to a type of understanding or
apprehension such that the individual
knows what is being communicated.
 Student translates, comprehends or
interprets information based on prior
learning like:
 Explain, summarize, paraphrase, describe
APPLICATION

 Refers to the “use of abstractions in

particular and concrete situations.”
 Student selects, transfers and uses data
and principles to complete a problem with
a minimum of direction.
 How student can use, compute,solve and
apply his knowledge.
 Example:
 100-15=85
ANALYSIS

 Breakdown of a communication into its

constituent elements or parts.
 Student distinguishes, classifies and relates the
evidence or structure of a statement or question.
 Student can analyze, categorize, compare and
separate.
 Example: old capital of Pakistan? New capital?
 Why? (Analysis)
SYNTHESIS

 Involves the “putting together of elements and parts

so as to form a whole.”
 Student originates, integrates, and combines ideas
into a product, plan or proposal that is new to him.
 He can create, design, invent and develop
 He can combine different types of information to find
alternative solutions.
 Example: he can combine this to make a sentence:
 Mother – invention –is- necessary - the
EVALUATION

 Judgments about the value of material

and methods for given purposes.
 Student can judge what he learned
whether it is right or wrong. If wrong
than he can start the process again.
 Student can judge, recommend,
critique and justify.
The Affective Domain
 Skills in the affective domain describe the way
people react emotionally and their ability to feel
other living things' pain or joy. Affective
objectives typically target the awareness and
growth in attitudes, emotion, and feelings.
 There are five levels in the affective domain moving
through the lowest-order processes to the highest:
 Receiving
 Responding
 Valuing
 Organizing
 characterizing
RECEIVING

 The lowest level; the student

passively pays attention. Without this
level, no learning can occur. Receiving
is about the student's memory and
recognition as well.

 EXAMPLE: Student saw a person

helping poor...
RESPONDING

The student actively participates

in the learning process, not only
attends to a stimulus; the student
also reacts in some way.
 EXAMPLE: He saw that people
appreciating the person who helped
poor…
VALUING

 The student attaches a value to an

object, phenomenon, or piece of
information. The student associates a
value or some values to the
knowledge they acquired.

 Example: He gives value that helping poor

is an appreciable work…
ORGANIZING
 Thestudent can put together different
values, information, and ideas, and
can accommodate them within his/her
own schema; the student is
comparing, relating and elaborating
on what has been learned.

 Example: Than he organizes his learning

that how he can help poor…
CHARACTARIZING

The student at this level tries

to build abstract knowledge.

Example: Atthis stage the habit

becomes the part of his character.
The Psychomotor Domain (action-
based)
 Skills
in the psychomotor domain describe
the ability to physically manipulate a tool
or instrument like a hand or a hammer.
Psychomotor objectives usually focus on
change and/or development in behavior
and/or skills.
 Bloomand his colleagues never created
subcategories for skills in the psychomotor
domain.
Bloom’s Revised Taxonomy (2001)

 Lorin Anderson, a former student of Bloom, and

David Krathwohl revisited the cognitive domain and
made some changes.

 They mad these changes:

 changing the names in the six categories from noun
to verb forms.
 creating a processes and levels of knowledge matrix.
 rearranging them.
Implications

 Bloom's taxonomy serves as the backbone of

many teaching philosophies, in particular, those
that lean more towards skills rather than content.
 Bloom's taxonomy can be used as a teaching
tool to help balance assessment and evaluative
questions in class, assignments and texts to
ensure all orders of thinking are exercised in
students' learning, including aspects of
information searching.
Bloom’s Revised Taxonomy
IMPLICATIONS

 Bloom's taxonomy serves as the backbone of

many teaching philosophies, in particular, those
that lean more towards skills rather than content.
 Bloom's taxonomy can be used as a teaching
tool to help balance assessment and evaluative
questions in class, assignments and texts to
ensure all orders of thinking are exercised in
students' learning, including aspects of
information searching.