National Basic Pre-vocational Skills Course Training
BLOOM’S TAXONOMY
Objectives
• Understand the use of Bloom’s
taxonomy within respective
subject areas.
Bloom’s Taxonomy
• Jewish-American Educational Psychologist ,
Benjamin Bloom
• Classification of Educational Objectives and
Mastery-Learning
• Comes from Greek words
• Taxis : arrangement
• Nomos: science
• Science of arrangements
• Set of classification principles
Bloom’s taxonomy is a
classification system used to
define and distinguish
different levels of human
cognition – i.e., thinking,
learning , and understanding
• Assessment
• Curriculum:
Syllabus, Lessons,
Learning activities
• Instructional
methods
Three Domains of Learning
• Cognitive
• Affective
• Physical
A. Cognitive Domain
• Cognitive: mental skills
(knowledge)
• Recall or recognition of
specific facts, procedural
patterns and concepts
• There are 6 major categories
of cognitive processes
• From Simple to complex
Domains of Cognitive Level
1. Knowledge
• Involves recall of specific and universals,
methods and processes, patterns or structures
• Questions to ask:
What is…? • Can you select? • Where is…? •
When did ____ happen?
• Assessment
• List the main characteristics of one of the main
characters
• Match statements with the character who said
them.
2. Comprehension
• Refers to understanding
Questions to ask
• What can you say about …? • How would you
summarize… ?
Assessment
Draw a picture and/or write a sentence showing
what happened before and after a passage
or illustration found in the book. (visualizing)
3. Application
• Refers to use of abstractions in particular and
concrete situations
Questions to ask
How would you use…? • How would you solve
___ using what you’ve learned…?
• What examples can you find to…? • How
would you show your understanding of…?
Assessment
Make finger puppets and act out a part of the
story.
4. Analysis
• Breakdown of communication into its
elements or parts
• Questions to ask
What are the parts or features of . . . ? • How is
_______ related to . . . ?
• Assessment
Distinguish what could happen from what
couldn't happen in the story in real life.
Compare and/or contrast two of the main
characters.
5. Synthesis / Evaluating
• Involves the “putting together of elements and parts so
as to form a whole”
Key words:
build, choose, combine, compile, compose, construct,
create, design, develop, estimate
Questions
What changes would you make to solve…? • How would
you improve…? What way would you design…?
Assessment
Use your imagination to draw a picture about the story.
Create a new product related to the story.
6.Evaluation / Creating
• Judgements about the value of the material
and methods for given purposes
Key words
award, choose, conclude, criticize, decide
Questions
What is your opinion of…? How would you rate
the…?
Assessment
Judge whether or not a brick should be built in
this way.
B. Affective Domain
Affective Domain
• Affective: growth in feelings or emotional
areas(attitude or self)
• Skills in describing how people react and
their ability to feel livings things, pain or joy
1. Receiving
• Lowest level whereby the
learner passively pays
attention
• Example: Learner saws a
person helping poor…
2. Responding
• The learner is actively participating
in the learning process, the learner
reacts in some way
• Example: He saw the people
appreciating the person who
helped the poor….
3. Valuing
• The learner attaches a value to an
object, or piece of information.
The learner associates a value or
some values that requires
knowledge
• Example: He gives value that
helping poor is an appreciable
work…
4. Organizing
• The learner can put together different
values, information, and ideas and
can accommodate them within
his/her own schema, the learner is
comparing, relating and elaborating
on what has been learned.
• Example: Than he organizes his
learning that how he can help poor….
5. Characterising
• The learner at this level tries to
build abstract knowledge
• Example: At this stage the
habit becomes the part of his
character.
C. Psychomotor
• Manual or physical skills (Skills)
• Focus is on change and/or
development in behaviour or skills
• Development of these skills requires
practice and is measured in terms
of...
Measurements…
•
•
•
•
•
•
•
speed,
precision,
distance,
Endurance,
Flexibility
Manipulation
procedures, or techniques in
execution
Conclusion
• Used as a teaching tool to balance
assessment and evaluation questions
in class, assignments
• All levels of thinking must be exercise
in learner’s learning
Ms Regina Garises
rgarises@nied.edu.na
Tel: 062 – 509030
Cell: 081 2714037