Name: Ihza Amelia Alim

NIM: 202010100311022

1. Make a mind map of Bloom Taxonomy. Explain whether you modify existing mind
maps or you make/design a new one. You may choose either one, but state the
sources/references explicitly.

synthesis
Creating comperension

BLOOM
evaluating knowledge
TAXONOMY

analysing understanding
applying
Answer:
1. I modify existing mind maps; I choose two references to make this mind map. And I
explain what I have written below:
Bloom taxonomy was established to provide a common language for teachers to discuss
and exchange learning and assessment methods. Certain learning outcomes can be
resulting from taxonomies, although they are most often used to assess learning at various
cognitive levels.
 Remembering: Being the most basic, requires the least amount of cognitive rigor.
It is about students remembering key information, for example, a word meaning.
Ex: Organize, State, Designate
 Understanding: Deals with students indicating an understanding of the facts being
remembered. At this level, students who remember the definition of a word, for
example, will also be able to demonstrate understanding of the word by using it in
different sentence contexts.
Ex: Categorize, Argue, Describe
 Applying: Deals with how students can revenue their knowledge and
understanding, apply it to dissimilar situations. This usually includes students
answering questions or solving problems.
Ex: Adjust, Analyze, Prove
 Analyzing: Breaking down materials into their component parts so they can be
researched and understood.
Ex: Analyze, Compare, Discover
 Evaluating: Achieved when students can make accurate judgments or judgments
about different concepts. Students can draw conclusions, find effective solutions
to problems and justify conclusions, while drawing on their knowledge and
understanding.
Ex: Debate, Evaluation, Preserve
 Creating, is the ultimate goal of the student learning journey. Students determine
what they have learned by creating something new. This may include, for
example, writing reports, creating computer programs, or revising processes to
improve results.
Ex: Combine, Make, Build
 Synthesis: Assessing the value of materials based on personal opinions or certain
criteria. Pertaining to evaluating materials to determine whether they meet a
given purpose. Criteria may be internal (organizational; determined by the
student) or external (relevant to objectives; provided to students).
 Knowledge: Memorize accurate knowledge of specific terminology, ways and
means. Ex: agreements, movements, classifications and categories, criteria).
  Comprehension: Use information and materials to solve new problems or respond
to concrete situations for which there is best answer.

2. Why a teacher needs the Bloom Taxonomy for teaching and learning process and its
assessment.
Because a teacher needs using the bloom taxonomy to boost higher-order thinking in his
students by construct from lower cognitive skills. How the way his students act and
perceptive learning outcomes are provided to spotlight how Bloom's taxonomy could be
combined into large-scale educational goals or guidelines.

References:
1. Fastiggi, Will. (2014). Applying Bloom’s Taxonomy to The Classroom.
Technology for Learner. https://technologyforlearners.com/applying-blooms-
taxonomy-to-the-classroom/.
2. University of Central Florida. Bloom’s Taxonomy. fctl.ucf.edu.
https://fctl.ucf.edu/teaching-resources/course-design/blooms-taxonomy/
#:~:text=The%20goal%20of%20an%20educator's,scale%20educational%20goals
%20or%20guidelines.