C. Bloom’s Taxonomy
2. Bloom’s Taxonomy for Cognitive Domain
Bloom’s Taxonomy is a familiar tool of educators. Bloom’s Taxonomy contains three overlapping domains: the cognitive, psychomotor, and affective, also known as knowledge, skills, and attitudes (KSA). The taxonomy was a means to express qualitatively the different kinds of intellectual skills and abilities. The cognitive and affective domains provided a way to organize thinking skills into six levels, from the most basic to levels that are more complex.
The major idea of the taxonomy is that what educators want students to know (encompassed in statements of educational objectives) can be arranged in a hierarchy from less to more complex. The levels are understood to be
successive, so that one level must be mastered before the next level can be reached.
The original levels by Bloom et al (1956) were ordered as follows:
knowledge, comprehension, application, analysis, synthesis, and evaluation.
The first level of thinking on Bloom’s Taxonomy is knowledge. This is defined as the behaviors and test situations that emphasize remembering information, either by recognition or recall (Bloom, et al, 1956). The behavior expected during the knowledge level is similar to that of the original learning situation.
The second level of Bloom’s Taxonomy is comprehension.
Comprehension is when given communication students know what is communicated and are able to use the information (Bloom, et al, 1956). This generally includes an understanding of the literal message contained in the communication. Often, people think of comprehension as only reading comprehension, but it could pertain to any content.
Application is the third level of Bloom’s Taxonomy. When at student is given a new problem, he can solve it without having to be prompted or shown how to do it (Bloom et al, 1956). With application, there is a transfer of learning to new situations (Aviles, 1999).
Analysis involves the breakdown of material into parts as well as the detection of the relationships of the parts. Inferences are then made on the discovered relationship (Aviles, 1999).
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Synthesis is putting together the parts of the material to form a whole. This involves combining the parts to form a pattern or structure that was not there before, something new. According to Bloom et al, (1956), a task involving synthesis will also require the previous levels of knowledge, comprehension, application, and analysis.
The highest level of Bloom’s Taxonomy which has been classified as the highest level of thinking is evaluation. Evaluation involves making judgments about the value of the material (Bloom et al., 1956). This highest level of thinking involves a combination of all the other levels of thinking on Bloom’s Taxonomy. If students evaluate and judge, they are more likely to retain information and perform better on standardized tests.
The purpose of the Taxonomy of Educational Objectives is to help define the thinking skills teachers expect from students as well as help the goals of the teacher to be equivalent to the questions asked to students. However, this requires advanced preparation. Teachers should determine the purpose for asking the questions, select the content for the questions, phrase the questions carefully, anticipate possible student responses, and write the main questions in advance. Determining the purpose of asking the questions helps to determine the level of questions that should be asked.
In giving a test, the teacher should make the proportional test in helping students’ thinking skill.
The following table, showed the definition and sample verbs in helping the teacher in constructing test based on cognitive level.
Table 1.1 The original levels by Bloom
LEVEL DEFINITION SAMPLE VERBS
KNOWLEDGE
Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.
Write; list; label;
name; state; define.
COMPREHENSION
Student translates,
comprehends, or interprets information based on prior learning.
Explain; summarize;
paraphrase; describe;
illustrate.
APPLICATION
Student elects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.
Use; compute; solve;
demonstrate; apply;
construct.
ANALYSIS
Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question.
Analyze; categorize;
compare; contrast;
separate.
SYNTHESIS
Student originates, intergrates, and combines idea into a new product, plan or proposal.
Create; design;
hypothesize; invent;
develop.
EVALUATION Student appraises, assesses, or critiques on a basis of specific standards and criteria.
Judge; recommend;
critique; justify.
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Bloom's Taxonomy Guide to Writing Questions
Table 2.1 Sample Question Stems for Knowledge Level Useful Verbs Sample Question Stems
Tell list relate locate
write find state name
Who? Where? Which one? What?
How? Why? How much?
How many? When?
What happened after ...?
How many ...?
Who was it that ... ? Can you name the ... ? Can you tell why ... ? Find the meaning of ... ? What is ...?
Which is true or false ... ?
Table 2.2 Sample Question Stems for Comprehension Level Useful Verbs Sample Question Stems
Explain interpret
outline discuss distinguish
predict restate compare describe
Can you write in your own words...?
Can you write a brief outline ... ? What do you think could of happened next ... ?
Who do you think ... ? What was the main idea ... ? Can you distinguish between ... ? What differences exist between. ..?
Can you provide an example of what you mean ... ?
Can you provide a definition for ... ?
Table 2.3 Sample Question Stems for Application Level Useful Verbs Sample Question Stems
Solve show
use illustrate construct complete examine classify
Do you know another instance where ...
?
Could this have happened in ... ? Can you group by characteristics such as ... ?
What factors would you change if ... ? Can you apply the method used to some experience of your own ... ?
What questions would you ask of ... ? From the information given, can you develop a set of instructions
about ... ?
Would this information be useful if you had a ... ?
Table 2.4 Sample Question Stems for Analysis Level Useful Verbs Sample Question Stems
Analyze distinguish
compare contrast investigate
categorize identify separate advertise
Which events could have happened ...?
I ... happened, what might the ending have been?
How was this similar to ... ?
What was the underlying theme of ... ? What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ... with that presented in ... ?
Can you explain what must have happened when ... ?
What are some of the problems of ... ? Can you distinguish between ...?
What were some of the motives behind ... ?
What was the turning point in the game?
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Table 2.5 Sample Question Stems for Synthesis Level Useful Verbs Sample Question Stems
Create invent compose
predict plan construct
design imagine propose devise
Can you design a ... to ... ?
Why not compose a song about ...?
Can you see a possible solution to ... ? If you had access to all resources how would you deal with ... ?
Why don't you devise your own way to deal with ... ?
What would happen if ...?
How many ways can you ... ?
Can you create new and unusual uses for ... ?
Can you write a new recipe for a tasty dish?
Can you develop a proposal which would ... ?
Table 2.6 Sample Question Stems for Evaluation Level Useful Verbs Sample Question Stems
judge select choose
decide debate verify recommend
assess rate determine
Is there a better solution to ...
Judge the value of. ..
Can you defend your position about ... ? Do you think ... is a good or a bad thing?
How would you have handled ... ? What changes to ... would you recommend?
Are you a ... person?
How would you feel if ... ? How effective are … ? What do you think about ... ?
Adapted from: http://www.teachers.ash.ora.au/researchskills/dalton.htm
CHAPTER III
RESEARCH METHOD