History Chapter 10 Survey Edition Section 1 Guided Reading and Review Answer Key
Bloom's Taxonomy
Cite this guide: Armstrong, P. (2010). Bloom'southward Taxonomy. Vanderbilt University Center for Pedagogy. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.
Background Information | The Original Taxonomy | The Revised Taxonomy | Why Employ Flower's Taxonomy? | Further Information
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Background Information
In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Blossom's Taxonomy, this framework has been practical past generations of K-12 teachers and higher instructors in their teaching.
The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Awarding, Assay, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practise.
While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstruse, the taxonomy is popularly remembered co-ordinate to the vi main categories.
The Original Taxonomy (1956)
Here are the authors' cursory explanations of these main categories in from the appendix of Taxonomy of Educational Objectives (Handbook One, pp. 201-207):
- Noesis "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a blueprint, structure, or setting."
- Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and tin can brand use of the material or thought beingness communicated without necessarily relating it to other material or seeing its fullest implications."
- Application refers to the "utilise of abstractions in particular and concrete situations."
- Analysis represents the "breakdown of a communication into its elective elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."
- Synthesis involves the "putting together of elements and parts so as to grade a whole."
- Evaluation engenders "judgments about the value of material and methods for given purposes."
The 1984 edition of Handbook 1 is bachelor in the CFT Library in Calhoun 116. Run into its ACORN record for call number and availability.
Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is non bachelor in the online version of the volume, merely Tools for Teaching is available in the CFT Library. See its ACORN tape for call number and availability.
The Revised Taxonomy (2001)
A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Didactics, Learning, and Cess. This title draws attention abroad from the somewhat static notion of "educational objectives" (in Bloom'due south original championship) and points to a more dynamic conception of nomenclature.
The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" depict the cognitive processes past which thinkers run across and work with knowledge:
Remember
- Recognizing
- Recalling
Understand
- Interpreting
- Exemplifying
- Classifying
- Summarizing
- Inferring
- Comparing
- Explaining
Apply
- Executing
- Implementing
Analyze
- Differentiating
- Organizing
- Attributing
Evaluate
- Checking
- Critiquing
Create
- Generating
- Planning
- Producing
In the revised taxonomy, knowledge is at the ground of these vi cerebral processes, merely its authors created a separate taxonomy of the types of noesis used in cognition:
- Factual Cognition
- Knowledge of terminology
- Cognition of specific details and elements
- Conceptual Cognition
- Knowledge of classifications and categories
- Noesis of principles and generalizations
- Knowledge of theories, models, and structures
- Procedural Knowledge
- Knowledge of bailiwick-specific skills and algorithms
- Noesis of subject-specific techniques and methods
- Knowledge of criteria for determining when to use appropriate procedures
- Metacognitive Knowledge
- Strategic Knowledge
- Knowledge nigh cognitive tasks, including appropriate contextual and conditional knowledge
- Self-knowledge
Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful tabular array of the 6 cognitive processes and four types of cognition.
Why Use Bloom's Taxonomy?
The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:
- Objectives (learning goals) are important to plant in a pedagogical interchange so that teachers and students alike sympathise the purpose of that interchange.
- Organizing objectives helps to clarify objectives for themselves and for students.
- Having an organized set of objectives helps teachers to:
- "plan and deliver advisable educational activity";
- "pattern valid assessment tasks and strategies";and
- "ensure that didactics and assessment are aligned with the objectives."
Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.
Further Information
Section III of A Taxonomy for Learning, Education, and Assessing: A Revision of Bloom'south Taxonomy of Educational Objectives, entitled "The Taxonomy in Apply," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adjustable to the university setting.
Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the human relationship of these alternative frameworks to the revised Bloom'southward Taxonomy.
This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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Source: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/