Bloom's+Taxonomy

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Category
|| ====Example and Key Words==== ||
 * **Knowledge**: Recall data or information. || **Examples**: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.
 * Key Words**: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states. ||
 * **Comprehension**: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. || **Examples**: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.
 * Key Words**: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives Examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates. ||
 * **Application**: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. || **Examples**: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.
 * Key Words**: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. ||
 * **Analysis**: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. || **Examples**: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.
 * Key Words**: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. ||
 * **Synthesis**: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. || **Examples**: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.
 * Key Words**: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. ||
 * **Evaluation**: Make judgments about the value of ideas or materials. || **Examples**: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
 * Key Words**: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports. ||

HISTORY OF BLOOMS TAXONOMY: In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here. []

__**QUESTIONS FOR DIFFERENT LEVELS:**__
 * **KNOWLEDGE**
 * remembering;
 * memorizing;
 * recognizing;
 * recalling identification and
 * recall of information
 * Who, what, when, where, how ...?
 * Describe
 * **COMPREHENSION**
 * interpreting;
 * translating from one medium to another;
 * describing in one's own words;
 * organization and selection of facts and ideas
 * Retell...
 * **APPLICATION**
 * problem solving;
 * applying information to produce some result;
 * use of facts, rules and principles
 * How is...an example of...?
 * How is...related to...?
 * Why is...significant?
 * **ANALYSIS**
 * subdividing something to show how it is put together;
 * finding the underlying structure of a communication;
 * identifying motives;
 * separation of a whole into component parts
 * What are the parts or features of...?
 * Classify...according to...
 * Outline/diagram...
 * How does...compare/contrast with...?
 * What evidence can you list for...?
 * **SYNTHESIS**
 * creating a unique, original product that may be in verbal form or may be a physical object;
 * combination of ideas to form a new whole
 * What would you predict/infer from...?
 * What ideas can you add to...?
 * How would you create/design a new...?
 * What might happen if you combined...?
 * What solutions would you suggest for...?
 * **EVALUATION**
 * making value decisions about issues;
 * resolving controversies or differences of opinion;
 * development of opinions, judgements or decisions
 * Do you agree...?
 * What do you think about...?
 * What is the most important...?
 * Place the following in order of priority...
 * How would you decide about...?
 * What criteria would you use to assess...?
 * []

This website offers an assessment tool for Blooms Taxonomy (pdf format) []