Bloom’s Taxonomy Benjamin S. Bloom February 21, 1913- September 13, 1999

Bloom’s Bloom’s TaxonomyTaxonomy

Benjamin S. Bloom

February 21, 1913-September 13, 1999

Benjamin BloomBenjamin Bloom

In 1956, Benjamin Bloom headed a group In 1956, Benjamin Bloom headed a group of educational psychologists at the of educational psychologists at the University of ChicagoUniversity of Chicago

This group developed a classification of This group developed a classification of levels of thinking behaviors thought to be levels of thinking behaviors thought to be important in the processes of learning.important in the processes of learning.

The assumption: abilities can be The assumption: abilities can be measured along a continuum from plain measured along a continuum from plain and simple to rather complex. and simple to rather complex.

Bloom’s TaxonomyBloom’s Taxonomy

Each subsequent Each subsequent level in the level in the taxonomy is taxonomy is dependant on dependant on one’s ability to one’s ability to perform at the perform at the level or levels level or levels that precede it.that precede it.


Bloom’s work not only served to Bloom’s work not only served to define what learning had been define what learning had been achieved, it could also be used to achieved, it could also be used to specify the learning desired in an specify the learning desired in an objective.objective.


KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation

KnowledgeKnowledge

Knowledge level learning (aka Knowledge level learning (aka memory level) requires a person memory level) requires a person to exhibit previously learned to exhibit previously learned material by recalling facts, terms, material by recalling facts, terms, basic concepts and answers. basic concepts and answers.

Two levels of Knowledge:Two levels of Knowledge:– Simple KnowledgeSimple Knowledge– Knowledge of ProcessKnowledge of Process

KnowledgeKnowledge

Simple Knowledge: the content to Simple Knowledge: the content to be remembered involves no more be remembered involves no more than a single response to a than a single response to a particular stimulus.particular stimulus.

Example: Example: – What is the capital of Australia?What is the capital of Australia?

KnowledgeKnowledge

Knowledge of Process: the Knowledge of Process: the content to be remembered is a content to be remembered is a sequence of steps.sequence of steps.

Example:Example:List the steps used to determine the List the steps used to determine the standard deviation from a given set standard deviation from a given set of scores.of scores.

ComprehensionComprehension

ComprehensionComprehension - demonstrating - demonstrating understanding of facts and ideas understanding of facts and ideas by organizing, comparing, by organizing, comparing, translating, interpreting, giving translating, interpreting, giving descriptions and stating main descriptions and stating main ideas. ideas.




1 + 1 = 21 + 1 = 2

ApplicationApplication

Solving problems by applying Solving problems by applying acquired knowledge, facts, acquired knowledge, facts, techniques and rules in a given techniques and rules in a given situation or in a different way. situation or in a different way.


Example: Example:

From observing symptoms of a From observing symptoms of a person in distress, students person in distress, students determine whether or not determine whether or not cardiopulmonary resuscitation cardiopulmonary resuscitation (CPR) should be initiated.(CPR) should be initiated.


Do not confuse application with Do not confuse application with knowledge of process:knowledge of process:

Students state appropriate Students state appropriate procedures for administering CPR to procedures for administering CPR to a person.a person.

AnalysisAnalysis

Examining and breaking Examining and breaking information into parts by information into parts by identifying motives or causes; identifying motives or causes; making inferences and finding making inferences and finding evidence to support evidence to support generalizations. generalizations.

AnalysisAnalysis

Example:Example:

Is a pigeon a reptile, mammal, or Is a pigeon a reptile, mammal, or avian?avian?

SynthesisSynthesis

Compiling information together in a Compiling information together in a different way by combining elements in different way by combining elements in a new pattern or proposing alternative a new pattern or proposing alternative solutions. solutions.

““True genius is the ability to recognize True genius is the ability to recognize the similarities in apparently dissimilar the similarities in apparently dissimilar sets, and the dissimilarities in apparently sets, and the dissimilarities in apparently similar sets.”similar sets.”

SynthesisSynthesis

3333 = 3 x 3 x 3 = 27 = 3 x 3 x 3 = 27 3322 = 3 x 3 = 9 = 3 x 3 = 9 3311 = 3 = 3 = 3 = 3 3300 = ? = ?

Synthesis

2

3

3

3

Synthesis

33

333

3

32

3

Synthesis

9

27

33

333

3

32

3

Synthesis

39

27

33

333

3

32

3

Synthesis

12

3

339

27

33

333

3

3

Synthesis

2

3

3

3

Synthesis

232

3

33

3

Synthesis

1232

3

333

3

Synthesis

3333

3 1232

3

Synthesis

3

3

3

3

Synthesis

333

333

3

33

3

Synthesis

27

27

333

333

3

33

3

Synthesis

127

27

333

333

3

33

3

Synthesis

3

3

3

3

Synthesis

333

3

33

3

Synthesis

0333

3

333

3

Synthesis

1333

3 0333

3

Synthesis

QED

1

:therefore

0 aaa

a nnn

n

EvaluationEvaluation

Presenting and defending opinions Presenting and defending opinions by making judgments about by making judgments about information, validity of ideas or information, validity of ideas or quality of work based on a set of quality of work based on a set of criteria. criteria.

Example: Prove or disprove the Example: Prove or disprove the following statement: following statement: ““Any number divided by zero is zero”Any number divided by zero is zero”


Students will state the Students will state the Pythagorean Theorem (cognitive, Pythagorean Theorem (cognitive, simple knowledge).simple knowledge).

aa22 + b + b2 2 = c= c22


Given two sides of a right Given two sides of a right triangle, students use the triangle, students use the Pythagorean Theorem to Pythagorean Theorem to calculate the length of the third calculate the length of the third side (cognitive, knowledge of side (cognitive, knowledge of process).process).

6

8

C


Students properly use the Pythagorean Students properly use the Pythagorean Theorem to solve problems (cognitive, Theorem to solve problems (cognitive, application).application).

““What is the height of the school’s flag What is the height of the school’s flag pole?”pole?”

““Is the corner of the room ‘square’?”Is the corner of the room ‘square’?” ““How many gallons of paint are How many gallons of paint are

needed to paint the walls of this needed to paint the walls of this room?”room?”


Students recognize the Pythagorean Students recognize the Pythagorean Theorem in various forms (cognitive, Theorem in various forms (cognitive, analysis).analysis).

What is the relationship of the What is the relationship of the Pythagorean Theorem to the following Pythagorean Theorem to the following two equations?two equations?

sinsin22 + cos + cos22 = 1 = 1gyvv yy 22

0


Demonstrate a mathematical Demonstrate a mathematical proof of the Pythagorean proof of the Pythagorean Theorem (cognitive, evaluation).Theorem (cognitive, evaluation).

53

43

4

59

25

16


Goal: students will be able to Goal: students will be able to multiplymultiply

– Simple Knowledge: 3 x 6 = 18Simple Knowledge: 3 x 6 = 18

– Comprehension: Comprehension:

3x6 = 6+6+6 = 3+3+3+3+3+3 = 183x6 = 6+6+6 = 3+3+3+3+3+3 = 18


Goal: students will be able to Goal: students will be able to multiplymultiply

– Application: You and your friends Application: You and your friends Amy, Ed, Jill, Pat, and Bob want to go Amy, Ed, Jill, Pat, and Bob want to go to the movie. If tickets cost $3 each, to the movie. If tickets cost $3 each, how much money will the group how much money will the group need to pay for the movie?need to pay for the movie?


Goal: students Goal: students will be able to will be able to multiplymultiply

– Analysis: Analysis:


Goal: students Goal: students will be able to will be able to multiplymultiply

– Synthesis: Does Synthesis: Does the illustration the illustration demonstrate that demonstrate that 3 x 6 = 18? 3 x 6 = 18?

11 22 33

11

22

33

44

55

66


Goal: students will be able to multiplyGoal: students will be able to multiply–EvaluationEvaluation

Here is an example of a student’s responses to a worksheet.1. 27 2. 38 3. 14 4. 56 _ x 6_ _ x 8_ _ x 2_ _ x 5_

362 724 28 400

Describe the error in the process that the student appears to have used in order to reach his/her answers.


After defining the taxonomy Bloom After defining the taxonomy Bloom and colleagues reviewed hundreds of and colleagues reviewed hundreds of K-12 exams to determine the learning K-12 exams to determine the learning level of the questions on the exams.level of the questions on the exams.

Results of the review indicated that Results of the review indicated that 95% of all questions reviewed were 95% of all questions reviewed were written at the knowledge level.written at the knowledge level.

Recent calls for more challenging tests Recent calls for more challenging tests and teaching of “higher order and teaching of “higher order thinking” has done little to change the thinking” has done little to change the question level of most exams.question level of most exams.

1) Label the parts of a cell (Cognitive 1) Label the parts of a cell (Cognitive knowledge)knowledge)

2) Place the parts of a Sodium/Potassium 2) Place the parts of a Sodium/Potassium pump in order of events (Cognitive application)pump in order of events (Cognitive application)

3) Build a model and demonstrate how a 3) Build a model and demonstrate how a sodium/potassium pump works (Cognitive sodium/potassium pump works (Cognitive synthesis)synthesis)

4) Evaluate statements prepared by the 4) Evaluate statements prepared by the teacher and state whether they are true or teacher and state whether they are true or false. If false they should be able to state why. false. If false they should be able to state why. (Cognitive evaluation)(Cognitive evaluation)

5. Collaborate and participate in groups to 5. Collaborate and participate in groups to construct cell models (Affective)construct cell models (Affective)

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Bloom’s Taxonomy Benjamin S. Bloom February 21, 1913- September 13, 1999