Bloom's Taxonomy
What is Taxonomy?
Taxonomy means 'a set of classification principles', or 'structure', and Domain simply means 'category'. Taxonomy -- from Greek taxis, meaning arrangement or division, and nomos, meaning law -- is the science of classification according to a predetermined system.
Bloom's Taxonomy:
In 1956, Benjamin Bloom
headed a group of educational psychologists who developed a classification of
levels of intellectual behavior important in learning. Bloom's Taxonomy divides
educational objectives into learning domains, with the understanding that
higher levels of learning are dependent on having attained prerequisite
knowledge and skills at lower levels.
THE THREE DOMAINS OF LEARNING:
v Cognitive domain (intellectual
capability, ie., knowledge, or 'think')
v Affective domain (feelings,
emotions and behaviour, ie., attitude, or 'feel')
v Psychomotor domain (manual
and physical skills, ie., skills, or 'do')
Cognitive domain :
The
cognitive domain involves knowledge and the development of intellectual skills
(Bloom, 1956). 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 an
processes:-
1.knowledge:
A.knowledge
of specifics
·
knowledge of terminology
·
knowledge of specific facts
B.
knowledge of ways and means of dealing with specifics
·
knowledge of conventions
·
knowledge of trends and sequences
·
knowledge of classification and
categories
·
knowledge of criteria
·
knowledge of methodology
C.
knowledge of universal and abstractions in a field
·
knowledge of principles and
generalisations
·
knowledge of theoriws and structures
2.Comprehension:
A.Translation
B.Interpretation
C.Explanation
3.Application
4.Analysis:
A.Analysis
of elements
B.
Analysis of relationships
C.
Analysis of organisational principles
5.Synthesis:
A. Production
of unique communication
B. Production
of a plan
C. Derivation
of a set of abstract relations
6.Evaluation:
A. Judgement
in terms of internal evidence
B. Judgement
in terms of external criteria
EXPLANATIONS:
1.KNOWLEDGE:
It is is defined as remembering of previously learned
material. This may involve the recall of a wide range of material, from
specific facts to complete theories, but all that is required is the bringing
to mind of the appropriate information. Knowledge represents the lowest level
of learning outcomes in the cognitive domain.
- Represents the lowest level of knowledge
- Imparts knowledge that needs to be recalled or
recognized
- Learners are assessed on their ability to recall or
recognize facts
Verbs: arrange, define, duplicate,
label, list, memorize, name, order, recognize, relate, recall, repeat,
reproduce state.
2,COMPREHENSION:
It is defined as the ability to grasp the meaning of material. This may
be shown by translating material from one form to another (words to numbers),
by interpreting material (explaining or summarizing), and by estimating furture
trends (predicting consequences or effects). These learning outcomes go one
step beyond the simple remembering of material, and represent the lowest level
of understanding.
·
Imparts knowledge that needs to be
assimilated in order to interpret / make a decision
·
Assumes recall of facts (Level 1)
has been mastered
·
Learners are assessed on
comprehension and the resulting ability to make a decision in a given situation
Verbs: classify, describe, discuss, explain, express,
identify, indicate, locate, recognize, report, restate, review, select,
translate.
Application :
It refers to the ability to use
learned material in new and concrete situations. This may include the
application of such things as rules, methods, concepts, principles, laws, and
theories. Learning outcomes in this area require a higher level of
understanding than those under comprehension.
- Used to teach skills for application in various
circumstances
- Assumes recall of facts (Level 1) and assimilation have
been mastered (Level 2)
- Learners are assessed on their ability to apply a skill
in a new situation
Verbs: apply, choose, demonstrate, dramatize, employ, illustrate,
interpret, operate, practice, schedule, sketch, solve, use, write.
Analysis:
It refers to the
ability to break down material into its component parts so that its
organizational structure may be understood. This may include the identification
of the parts, analysis of the relationships between parts, and recognition of
the organizational principles involved. Learning outcomes here represent a
higher intellectual level than comprehension and application becasue they
require an understanding of both the content and the structural form of the
material.
·
Used to teach analysis of a
situation to arrive at a decision/compare/differentiate
·
Assumes recall of facts,
assimilation, and application (Level 3) have been mastered
·
Learners are assessed on their
ability to analyze, compare, differentiate, or justify
Verbs: analyze, appraise, calculate, categorize, compare,
contrast, criticize, differentiate, discriminate, distinguish, examine,
experiment, question, test.
Synthesis :
It refers to
the ability to put parts together to form a new whole. This may involve the
production of a unique communication (theme or speech), a plan of operations
(research proposal), or a set of abstract relations (scheme for classifying
information). Learning outcomes in this area stress creative behaviors, with major
emphasis on the formulation of new patterns or structures.
·
Used to teach how to create new
entities from known information/objects/facts
·
Assumes mastery of all previous
cognitive levels
·
Learners are assessed on their
ability to combine, summarize, organize
Verbs: arrange, assemble, collect, compose, construct, create,
design, develop, formulate, manage, organize, plan, prepare, propose, set up,
write.
Evaluation:
It is
concerned with the ability to judge the value of material (statement, novel,
poem, research report) for a given purpose. The judgements are to be based on
definite criteria. These may be internal criteria (organization) or external
criteria (relevance to the purpose) and the student may determine the criteria
or be given them. Learning outcomes in this area are highest in the cognitive
hierarchy because they contain elements of all the other categories, plus
conscious value judgements based on clearly defined criteria.
·
Used to teach knowledge that will
enable learners to make judgments
·
Considers all previous levels of
knowledge
·
Learners are assessed on their
ability to evaluate new entities
Verbs: appraise, argue, assess, attach, choose compare, defend
estimate, judge, predict, rate, core, select, support, value, evaluate
.
Affective
Domain:
The affective domain
includes the manner in which we deal with things emotionally,such as
feelings,values,appreciation,enthusism,motivations and attitudes.
Taxonomy of objectives in the affective domain proposed by Krathwohl,Bloom
&Maria(1964),is presented:-
1. Receiving(attending):
a) Awareness
b) Willingness
to receive
c) Controlled
or selected attention
2.Responding:
a) Acquiesence
in responding
b) Wiilingness
to repond
c) Satisfaction
in reponse
3.Valuing:
a) Acceptance
of a value
b) Preference
for a value
c) Commitment
4.Organisation:
a) Conceptualization
of a value
b) Organisation
of a value system
5.Characterization
by a value:
a) Generalised
chat
b) Characterization
This
can be diagramatically presented as:-
EXPLANATION:
Receiving
Receiving is the
lowest level of the affective domain. It is simply the awareness of feelings
and emotions. It involves passively paying attention and being aware of the
existence of certain ideas, material, or phenomena. Without this level, no
learning can occur. If information is never received and cannot be remembered.
Examples: Listening attentively to
someone, watching a movie, listening to a lecture, watching waves crash on the
sand.
Verbs:
Accept,Attend,Develop,Recognize.Notice,Look,Share
Responding
This level involves actively participating in
the learning process. You are not only aware of a stimulus, but you react or
respond to it in some way.
Examples: Having a conversation,
participating in a group discussion, giving a presentation, complying with
procedures, or following directions.
Verbs:
Complete,Comply,Cooperate,Discuss,Examine,Obey,Respond
Valuing
Valuing
is the ability to see the worth of something and express it. Valuing is
concerned with the worth you attach to a particular object, phenomenon,
behavior, or piece of information.This level ranges from simple acceptance to
the more complex state of commitment.
Examples: Proposing a plan to improve
team skills, supporting ideas to increase proficiency, or informing leaders of
possible issues.
Verbs: Accept, Defend ,Devote, Pursue,
Seek,Argue,Display
Organisation:
Organizing
involves putting together different values, information, and ideas then
relating them to already held beliefs to bring it into an internally consistent
philosophy. Essentially, it is ability to prioritize one value over another and
create a unique value system. The focus of this level is on comparing,
relating, and assessing values to create that unique value system.
Examples: Spending more time studying
then playing sports, recognizing the need for balance between work and family,
or prioritizing time effectively to meet goals.
Verbs: Codify
,Discriminate,Display,Order,Organize,Systematize,Weigh
Characterizing
This is the highest of
the affective domain. It is about internalizing values. It means acting
consistently in accordance with the set of values you have internalized and
your characterization or philosophy about life. Essentially, you internalize
values and let them control or guide your behavior.
Examples: You spend time with your
family, you reframe from using profanity, and you make friends based on personally
and not looks.
Verbs: Internalize,Verify,Disply,Internalize,Resolve
Psychomotor Domain:
The psychomotor domain (Simpson, 1972) includes physical
movement, coordination, and use of the motor-skill areas. Development of these
skills requires practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution. Thus, psychomotor skills rage
from manual tasks, such as digging a ditch or washing a car, to more complex
tasks, such as operating a complex piece of machinery or dancing.
Taxonomy of objectives in the
psychomotor domain:
It was Simpson(Simpson,1966)
who first presented the classification of objectives in the psychomotor
domain.Later it got modified by Harrow(1972)
as:-
Reflex
movements
Objectives at this level include reflexes that
involve one segmental or reflexes of the spine and movements that may involve
more than one segmented portion of the spine as intersegmental reflexes (e.g.,
involuntary muscle contraction). These movements are involuntary being either
present at birth or emerging through maturation.
Baic fundamental
movements
Objectives in this area refer to
skills or movements or behaviors related to walking, running, jumping, pushing,
pulling and manipulating. They are often components for more complex actions.
Perceptual
abilities
Objectives in this area
should address skills related to kinesthetic (bodily movements), visual,
auditory, tactile (touch), or coordination abilities as they are related to the
ability to take in information from the environment and react.
Physical
abilities
Objectives in this area
should be related to endurance, flexibility, agility, strength,
reaction-response time or dexterity.
Skilled
movements
Objectives in this area
refer to skills and movements that must be learned for games, sports, dances,
performances, or for the arts.
Nondiscursive
communication
Objectives in this area
refer to expressive movements through posture, gestures, facial expressions,
and/or creative movements like those in mime or ballet. These movements
refer to interpretative movements that communicate meaning without the aid of
verbal commands or help.
Taxonomy of
Psychomotor Objectives:
1.Imitation:
a) Impulsion
b) Overt
repition
2.Manipulation:
a) Following
direction
b) Selection
c) Fixation
3.Precision:
a) Reproduction
b) Control
4.Articulation:
a) Sequence
b) Harmony
5.Naturalization:
a) Automatization
b) Interiorization
Explanation:
1. IMITATION:
Imitation is the lowest level of the
objectives in the psychomotor domain. When the student is exposed to an
observable action, he begins to make a covert imitation of the action.
Imitation begins with inner rehearsal of the muscular system guided an inner
push or an impulse to imitate action. Such covert behaviour appears to be the
starting point in the growth of psychomotor skill.
Verbs: copy, follow, replicate, repeat, adhere
2.
MANIPULATION:
At this level, the student
should be capable of performing an act according to instructions rather than
just on basis of observation as in the case at the level of imitation. He
begins to attain skill in manipulating chosen elements with sufficient practice
of selected action. At the level of performance is fairly well set.
Verbs: re-create, build, perform, execute, implement
3.
PRECISION:
At the level of precision, the proficiency of
performance reaches a higher level of reinforcement in reproducing of
performance reaches a higher level of reinforcement in reproducing a given act.
The student does not need a model to reproduce or to guide his/her action. He
is able to increase or decrease the speed of the action and introduce several
variations according to specific requirements of different situations.
Verbs: demonstrate, complete, show, perfect, calibrate, control,
4.
ARTICULATION:
This category behaviour emphasizes
the coordination of a series of acts by establishing an appropriate sequence
and accomplishing harmony or internal consistency among different acts The
student becomes able to perform them in a harmonious manner with appropriate
articulation in terms of time, speed and other relevant variables. He develops
proficiency a number of related acts simultaneously and sequentially and
thereby can produce the desired effect.
Verbs: construct, solve, combine, coordinate, integrate, adapt,
develop, formulate, modify, master
5.NATURALISATION:
This is the highest level of
behaviour in the psychomotor domain. This category refers to naturalization of
the single act or a series of articulated acts. At this stage, the skill of
performance attained its highest level of proficiency and the act is performed
with the least expenditure of psychic energy. The student does not even know
that the act is being performed, until he is obstructed or severely disturbed.
In other words, the habit of performance becomes his second nature.
Verbs: design, specify, manage, invent, project-manage
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