LESSON 2

ASSESSMENT PURPOSES, LEARNING TARGETS, AND APPROPRIATE METHODS.

PREPARED BY:
SHAMAINE M. BACONGALLO
SUBJECT: ASSESSMENT 1
SUBJ. TEACHER: DR. CRISTINA BUENAFE
GOOD DAY EVERYONE 😊😊

THE REVISED BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES

WHAT IS REVISED?

IT MEANS IN ADJECTIVE: REVISED
(OF WRITTEN OR PRINTED MATTER) HAVING BEEN ALTERED OR CORRECTED.
“A REVISED EDITION OF THE NOVEL"
HAVING BEEN RECONSIDERED AND AMENDED.
"THE REVISED APPROACH WILL TACKLE MANY OF THE ISSUES HIGHLIGHTED"

VERB
RE-EXAMINE AND MAKE ALTERATIONS TO (WRITTEN OR PRINTED MATTER).
"THE BOOK WAS PUBLISHED IN 1950 AND REVISED IN 2001“
Bloom’s Revised
Taxonomy • Taxonomy of Cognitive Objectives
• 1950s- developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of
thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied
models
• Provides a way to organise thinking skills into six levels,
from the most basic to the more complex levels of thinking
• 1990s- Lorin Anderson (former student of Bloom) revisited
the taxonomy
• As a result, a number of changes were made
 THE REVISED BLOOM’S TAXONOMY OF
EDUCATIONAL OBJECTIVES
Bloom’s Revised Taxonomy is simply an update to the original taxonomy that
made expanded on the vision of the original while revising the language and
hierarchy of the popular Cognitive Process Dimension (what are referred to as
the ‘levels’ of Bloom’s Taxonomy).
Anderson and krathwohl proposed a revision of the Bloom’s Taxonomy in the
cognitive domain by introducing a two- dimensional model for writing learning
objectives (abderson and krathwol, 2001).
The two Dimensional model for writing objectives:
1.Knowledge dimension
Includes four types: Factual, conceptual, procedural and
metacognitive.
2. Cognitive process Dimension.
Consist of six types : Remember, understand, apply, analyze,
evaluate, and create.
An educational or learning objective formulated from this two-
dimensional model contains a noun (type knowledge) and a verb
(type of cognitive process). The Revised Bloom’s taxonomy
provides teacher mith a more structure and more precise approach
in designing and assessing learning objectives.
 TABLE 2.3. KNOWLEDGE DIMENSION IN THE REVISED BLOOM’S
TAXONOMY EDUCATIONAL.OBJECTIVES

Factual Conceptual Procedural Metacognative

Description: Description: Description: Description:

This type of knowledge knowledge of theories, knowledge of subject- strategic knowledge
is basic in every models, specific Self-knowledge. This
discipline. This type of and structures. This type techniques and methods. type of knowledge
knowledge usually of knowledge usually This type of knowledge usually answers
answer questions that answer questions that usually answer questions questions begin with
begin with “who, where, begin with “what” that begin with “how” “why”. Questions that
what and when. begin with “how”

Sample Question: Sample Question: Sample Questions: Sample Questions:

What is the capital city What is the first thing How far is the beach Why is Engineering the
of the philippines? you notice about a from here? most suitable course for
person? you?
Change in Terms
• The names of six major categories were changed from noun to
verb forms.
• As the taxonomy reflects different forms of thinking and thinking
is an active process verbs were used rather than nouns.
• The subcategories of the six major categories were also
replaced by verbs and some subcategories were reorganised.
• The knowledge category was renamed. Knowledge is an
outcome or product of thinking not a form of thinking per se.
Consequently, the word knowledge was inappropriate to
describe a category of thinking and was replaced with the word
remembering instead.
• Comprehension and synthesis were retitled to understanding
and creating respectively, in order to better reflect the nature of
the thinking defined in each category.
ORIGINAL TERMS NEW TERMS

• Evaluation •Creating
• Synthesis •Evaluating
• Analysis •Analysing
• Application •Applying
• Comprehension •Understanding
• Knowledge •Remembering
BLOOM’S REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
Potential
Activities and Products

Remembering: Potential
Activities and Products
• Make a list of the main events of the story.
• Make a time line of events.
• Make a facts chart.
Understanding: Potential
Activities and Products
• Cut out, or draw pictures to show a particular event.
• Illustrate what you think the main idea may have been.
• Make a cartoon strip showing the sequence of events.
Applying: Potential Activities
and Products
• Construct a model to demonstrate how it works
• Make a diorama to illustrate an event
• Make a scrapbook about the areas of study.
Analyzing: Potential Activities
and Products
• Design a questionnaire to gather information.
• Write a commercial to sell a new product
• Make a flow chart to show the critical stages.
Evaluating: Potential Activities
and Products
• Prepare a list of criteria to judge…
• Conduct a debate about an issue of special
interest.
• Make a booklet about five rules you see as
important. Convince others.
Creating: Potential Activities and
Products
• Invent a machine to do a specific task.
• Design a building to house your study.
• Create a new product. Give it a name and plan a
marketing campaign.
 ASSESSMENT
Questions for Remembering
• What happened after...?
• How many...?
• What is...?
Questions for Understanding
• Can you write in your own words?
• How would you explain…?
• Can you write a brief outline...?
Questions for Applying
• Do you know of another instance
where…?
• Can you group by characteristics such
as…?
• Which factors would you change if…?
Question for Analysing
• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
Questions for Evaluating
• Is there a better solution to...?
• Judge the value of... What do you think about...?
• Can you defend your position about...?
Questions for Creating
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would
you deal with...?
REFERENCES:

• https://region8.deped.gov.ph/wp-content/uploads/2021/01/RM-s2021-024.pdf
• https://tlc.iitm.ac.in/PDF/Blooms%20Tax.pdf
• Book Assessment in Learning 1 (Author Coordinator Dr. Marilyn Ubiña-Balagtas,
(Authors: Dr. Adonis P. David Dr. Evangeline F. Golla Dr. Carlos P. Magno, Dr. Violeta C. Valladolid)
https://kodosurvey.com/blog/blooms-taxonomy-levels-learning-complete-post
https://www.coloradocollege.edu/other/assessment/how-to-assess-learning/learning-outcomes/blooms-revised-tax
onomy.html
That’s all 😊😊😚