EDY 424: Lecture 4

Bloom’s Taxonomy
- Domains of learning
- Categories of the cognitive domain
- Designing & applying all levels of the
cognitive domain in SBA tasks,
particularly standard classroom tests.
 Outcomes
⚫ Distinguish the 3 domains of learning.
⚫ Explain why learning behaviours (domains of learning)
have to be considered when planning SBA tasks.
⚫ Differentiate each category of the cognitive domain
from its immediate level.
⚫ Critically think about why each category of the cognitive
domain must be evident in SBA tasks.
⚫ Use suitable action verb and construct questions which
can assess the ability of learners appropriately.
 Introduction
⚫ Learning school subjects require a change in
behavior in terms of knowledge, skills and
attitude.
⚫ Critical thinking - higher levels of the Bloom’s
Taxonomy.
- presents evidence for one’s own ideas,
- analyzes the way one thinks
⚫ In school subjects, students simply rely on
what they are taught by their teachers.
 Domains of learning (Donald, 2015)

⚫ Domains of educational activities/learning

⚫ Head, Heart, Hand
- Cognitive: mental skills (knowledge)
- Affective: growth in feelings or emotional
areas (attitude/self)
- Psychomotor: manual or physical (skills)
 Domains of learning
⚫ Educators refer to these categories as KSA
⚫ These taxonomy of learning behaviours must
be regarded as ‘the goals of the learning
process’.
⚫ The learner must acquire new knowledge, skill,
and/or attitude at the end of a lesson (Donald,
2015).
Which domain is demonstrated in this
image?
 Cognitive domain (Forehand, 2010)
⚫ 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.
 Categories of cognitive processes
⚫ From the simplest to the most complex
- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
The categories depict the degree of difficulty,
therefore, the simplest ones must be mastered
before the next.
Bloom’s taxonomy (Donald, 2015)
Cognitive levels (Forehand, 2005;
Krathwohl, 2001)
 1. Remembering
o Recognizing or recallin
Examples of verbs –
g knowledge from
know, identify, relate,
memory.
list, define, recall,
o Remembering is when memorize, repeat,
memory is used to record, name,
produce or retrieve recognize, acquire.
definitions, facts, or
lists, or to recite
previously learned * Identify where
information. Goldilocks lived.
 2. Understanding
o Constructing meaning ⚫ Examples of verbs –
from different types of restate, locate, report,
recognize, identify,
functions whether they discuss, describe,
be written or graphic illustrate, interpret, draw,
messages. represent, differentiate,
summarize, infer,
compare, explain, classify,
interpret, exemplify,
describe.
⚫ Summarize what the
Goldilocks story was
about.
 3. Applying
o Carrying out or using a Examples of verbs – apply,
procedure through relate, develop, translate,
executing, or use, operate, organize,
implementing. Applying re employ, restructure,
interpret, demonstrate,
lates to or refers to illustrate, practice,
situations where learned calculate, show, exhibit,
material is used through dramatize, construct.
products like models,
presentations, interviews Construct a theory as to
or simulations. why Goldilocks went into
the house.
 4. Analyzing
o Breaking materials or Examples of verbs –
concepts into parts, analyze, compare,
determining how the examine, contrast
categorize, differentiate,
parts relate to one
investigate, detect,
another or how they survey, classify, deduce,
interrelate, or how discriminate.
the parts relate to an
overall structure or Differentiate between
purpose. how Goldilocks reacted
and how you would react
in each story event.
 5. Evaluating
o Making judgments Examples of verbs – judge,
based on criteria and assess, compare, evaluate,
standards through conclude, measure,
deduce, argue, decide,
checking and
choose, select, estimate,
critiquing. consider, criticize, infer.

Assess whether or not this

had happened to
Goldilocks.
 6. Creating
o Putting elements Examples of verbs –
together to form a compose, produce, design,
coherent or create, prepare, predict,
formulate, collect, set up,
functional whole.
generalize, combine relate,
propose develop arrange
construct organize derive
write.
Compose a song, skit, poem,
or rap to convey the
Goldilocks story in a new
form.
 Tutorial activity
⚫ Distinguish the 3 domains of learning.
⚫ Explain why the taxonomy of the learning
behaviours (domains of learning) have to be
considered when planning SBA tasks.
⚫ Explain why each category of the cognitive
domain must be evident in SBA tasks.
⚫ Use the suitable action verb of a category of
the cognitive domain and construct a question.
 List of references
⚫ http://www.nwlink.com/~donclark/hrd/bloom.html
⚫ https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
⚫ Forehand, M., 2010. Bloom’s taxonomy. Emerging perspectives on
learning, teaching, and technology, 41, p.47.
⚫ Anderson, L.W., 1999. Rethinking Bloom's Taxonomy: Implications
for Testing and Assessment.
⚫ Forehand, M. (2005). Bloom's Taxonomy: Original and Revised
http://eit. tamu. edu/JJ/DE. BloomsTaxonomy. pdf Accessed
on, 10(26), 08.
⚫ Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K.
A., Mayer, R. E., Pintrich, P. R., ... & Wittrock, M. C. (2001). A
taxonomy for learning, teaching, and assessing: A revision of
Bloom’s taxonomy of educational objectives, abridged
edition. White Plains, NY: Longman.