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    Maria Zobel Cruz
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    The document provides information about Bloom's Taxonomy, which is a classification of learning objectives into six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. It describes the cognitive processes involved in each level, from basic recall or recognition of facts to more complex processes like synthesis of new ideas. Multiple choice questions are provided as examples to illustrate how different types of questions relate to the different levels of cognitive complexity in Bloom's Taxonomy. The main points are that Bloom's Taxonomy organizes levels of learning from basic recall to evaluation and synthesis, and that learning at higher levels depends on having attained knowledge and skills from lower levels.

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    The document provides information about Bloom's Taxonomy, which is a classification of learning objectives into six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. It describes the cognitive processes involved in each level, from basic recall or recognition of facts to more complex processes like synthesis of new ideas. Multiple choice questions are provided as examples to illustrate how different types of questions relate to the different levels of cognitive complexity in Bloom's Taxonomy. The main points are that Bloom's Taxonomy organizes levels of learning from basic recall to evaluation and synthesis, and that learning at higher levels depends on having attained knowledge and skills from lower levels.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    45 views25 pages

    Bloom's PDF

    Uploaded by

    Maria Zobel Cruz
    The document provides information about Bloom's Taxonomy, which is a classification of learning objectives into six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. It describes the cognitive processes involved in each level, from basic recall or recognition of facts to more complex processes like synthesis of new ideas. Multiple choice questions are provided as examples to illustrate how different types of questions relate to the different levels of cognitive complexity in Bloom's Taxonomy. The main points are that Bloom's Taxonomy organizes levels of learning from basic recall to evaluation and synthesis, and that learning at higher levels depends on having attained knowledge and skills from lower levels.

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    © All Rights Reserved
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    of 25

    BLOOM'S

    TAXONOMY
    1. WHICH TYPE OF QUESTION IS A SAMPLE OF
    EVALUATION?
    A. DO YOU AGREE WITH THE ACTIONS SAM?

    B. WHY WAS IT BETTER THAN?

    C. WHAT SOURCES CAN YOU USE TO SUPPORT


    YOUR OPINION?

    D. ALL OF THE ABOVE


    2. WHAT CAN YOU INVENT OR DESIGN IS A SAMPLE
    OF?
    A. KNOWLEDGE
    B. COMPREHENSION
    C. APPLICATION
    D. SYNTHESIS
    3. WHAT QUESTIONS WOULD YOU
    ASK NELSON MANDELA IN AN
    INTERVIEW? WHAT LEVEL OF
    BLOOM'S TAXONOMY IS THIS
    QUESTION?
    A. APPLICATION
    B.EVALUATION
    C.ANALYSIS
    D. NONE OF THE ABOVE
    4. WHAT WAYS COULD YOU CHANGE THE PLOT OF
    THE STORY? IS THIS QUESTION...
    A. SYNTHESIS

    B. COMPREHENSION

    C. KNOWLEDGE

    D. APPLICATION
    5. DEFEND THE ACTIONS OF THE MAIN
    CHARACTER. WHAT LEVEL OF BLOOM'S
    TAXONOMY IS THIS?
    A. EVALUATION
    B. COMPREHENSION
    C. ANALYSIS
    D. NONE OF THE ABOVE
    6. INFER, FOLLOW, INTERPRET, SUMMARIZE,
    DEMONSTRATE, CITE AND INTERPOLATE ARE ALL
    VERBS REPRESENTING WHAT LEVEL OF BLOOM'S
    TAXONOMY.
    A. APPLICATION

    B. KNOWLEDGE

    C. SYNTHESIS

    D. COMPREHENSION
    7. IF STUDENTS CONSTRUCT A MODEL TO
    SHOW HOW SOMETHING WORKS, THEY ARE
    A.EVALUATING

    B. APPLYING

    C. SYNTHESIZING

    D. DON'T KNOW
    8. FIRST, THE STUDENTS WILL MAKE A PREDICTION OF
    WHAT WILL HAPPEN IN THE STORY. THEN THE
    STUDENTS MUST MAKE A LIST OF THE MAIN EVENTS IN
    THE STORY. LASTLY, I WILL WRITE A REVIEW OF THE
    STORY. WHAT SKILLS ARE BEING USED?

    A. APPLICATION, SYNTHESIS, AND EVALUATION


    B. COMPREHENSION, KNOWLEDGE, AND ANALYSIS
    C. COMPREHENSION, KNOWLEDGE, AND SYNTHESIS
    D. EVALUATION, KNOWLEDGE, AND SYNTHESIS
    9. AT THE KNOWLEDGE LEVEL, STUDENTS WILL

    A. ARGUE THE POINT


    B. RECALL INFORMATION
    C. CATEGORIZE TOPICS
    D. CALCULATE DISTANCES
    10. IF A STUDENT DOES A VISUAL
    PRESENTATION ON AN UPDATED VERSION OR
    ANGLE CONNECTED TO A TOPIC, HE OR SHE
    IS

    A. COMPREHENDING
    B. APPLYING
    C. SYNTHESIZING
    D. ANALYZING
    MAIN POINT
    Bloom’s Taxonomy is a classification of the
    different outcomes and skills that
    educators set for their students (learning
    outcomes).

    The taxonomy was proposed in 1956 by


    Benjamin Bloom, an educational
    psychologist at the University of Chicago
    SIX levels of learning
    REMEMBERING:
    Retrieving, recognizing,
    and recalling relevant
    knowledge from long‐
    term memory.
    UNDERSTANDING:
    Constructing meaning from oral,
    written, and graphic messages
    through interpreting,
    exemplifying, classifying,
    summarizing, inferring,
    comparing, and explaining.
    APPLYING:
    Carrying out or
    using a procedure
    for executing, or
    implementing.
    ANALYZING:
    Breaking material into constituent
    parts, determining how the parts
    relate to one another and to an
    overall structure or purpose
    through differentiating, organizing,
    and attributing.
    EVALUATING:
    Making judgments based on
    criteria and standards through
    checking and critiquing.
    CREATING
    Putting elements together to form a
    coherent or functional whole;
    reorganizing elements into a new
    pattern or structure through
    generating, planning, or producing.
    Bloom’s is
    hierarchical

    learning at the
    higher levels is
    dependent on having
    attained prerequisite
    knowledge and skills
    at lower levels.
    Bloom’s taxonomy is a powerful tool to help
    develop learning outcomes because it
    explains the process of learning:
    Before you can understand a concept,
    you must remember it.
    To apply a concept you must first
    understand it.
    In order to evaluate a process, you must
    have analyzed it.
    To create an accurate conclusion, you
    must have completed a thorough
    evaluation.

    ANDERSON

    BLOOM
    EXAMPLE

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