BLOOM’S

TAXONOMY
FOR
ASSESSMENT
CONSTRUCTIO
N
Assessment
 evaluation appraisal

analysis Assessment rating

judgment gauging
ASSESSMENT – is a method or
tool to evaluate, measure, and
document the academic learning
progress, skill acquisition, and needs
of learners.
What kind of assessment should we give?
D.O. 31 S. 2020
INTERIM GUIDELINES FOR ASSESSMENT AND GRADING IN LIGHT OF THE
BASIC EDUCATION LEARNING CONTINUITY PLAN
TYPES OF ASSESSMENT

Classroom Assessment - is an ongoing process of identifying, gathering, organizing, and

interpreting quantitative and qualitative information about what learners know and can do.

Formative Assessment - a process that involves teachers using evidence about what
learners know and can do to inform and improve their teaching. This process, through the
teacher’s immediate feedback, enables students to take responsibility for their own learning
and identify areas where they do well and where they need help.

Summative Assessment - is an assessment that is usually administered toward the end of a

learning period to measure the extent to which the learners have mastered the essential
learning competencies, the results of which are recorded and used to report the learner’s
achievement. (written works & performance task)
Taxonomy = Classification

Classification of thinking

Six cognitive levels

of complexity
 WHY USE BLOOM’S
TAXONOMY?
• Write and revise learning • Incorporate knowledge
objectives to be learned
• Plan curriculum (knowledge dimension)
and cognitive process to
• Identifies simple to most learn
difficult skills
• Facilitate questioning
• Effectively align (oral language =
objectives to assessment important role within
techniques and standards framework)
 Original Revised

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Noun Verb
 Original Revised

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Noun Verb
 Original Revised

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Noun Verb
 Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
 Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
COGNITIVE Affective Psychomotor
DOMAIN Domain Domain

Analyzing Characterizing by value Articulating

Applying or value concept
Imitating
Creating Organizing &
conceptualizing Manipulating
Evaluating
Receiving Performing
Remembering
Responding Precisioning
Understanding
Valuing
 CHANGE IN TERMS
• Categories noun to verb
• Taxonomy reflects different forms of thinking
(thinking is an active process) verbs describe actions,
nouns do not
• Reorganized categories
• Knowledge = product/outcome of thinking
(inappropriate to describe a category of thinking)
now remembering
• Comprehension now understanding
• Synthesis now creating to better reflect the nature of
thinking described by each category

Handout #
 CHANGES IN
STRUCTURE
• Products of thinking part of taxonomy
• Forms of knowledge = factual, conceptual,
procedural, metacognitive (thinking about
thinking)
• Synthesis (creating) and evaluation (evaluating)
interchanged
• Creative thinking more complex form of
thinking than critical thinking (evaluating)

Handout #
CHANGES IN EMPHASIS
• USE: More authentic tool for curriculum
planning, instructional delivery, and assessment
• Aimed at a broader audience
• Easily applied to all levels of education
• Revision emphasizes explanation and description
of subcategories

Handout #
 REMEMBERING
THE LEARNER IS ABLE TO RECALL, RESTATE AND REMEMBER LEARNED
INFORMATION

• Describing • Retrieving
• Finding
• Identifying
• Naming
• Listing • Locating
• Recognizing
   
Can students recall information?
1.Gumawa ng time line ng mahahalagang pangyayari
sa panahong Renaissance.
( retrieving and listing )
TEST ITEM:
Alin sa mga sumusunod ang naunang nangyari?

2. Identify the main characters in the story?

( Identifying/naming )
TEST ITEM:
Which of the following characters killed the
victim?
 UNDERSTANDING
STUDENT GRASPS THE MEANING OF
INFORMATION
BY INTERPRETING AND TRANSLATING
WHAT HAS BEEN LEARNED
• Classifying • Inferring
• Comparing • Interpreting
• Exemplifying • Paraphrasing
• Explaining • Summarizing

Can students explain ideas or concepts?

1. Naipapaliwanag ang pagkakaiba ng
sugnay na nakapag-iisa at di nakapag-iisa.
TEST ITEM:
Ang mga sumusunod ay sugnay na di
nakapag-iisa maliban sa:

2. Interpret the main idea of the story.

TEST ITEM:
Illustrate the main idea of the story using a
concept map.
 APPLYING
STUDENT MAKES USE OF INFORMATION IN
A CONTEXT DIFFERENT FROM THE ONE IN
WHICH IT WAS LEARNED

• Implementing • Using
• Carrying out c = • Executing
 

 Can students use the information in

another familiar situation?
1. To use the concept of ratio and proportion
in a real-life situation.
TEST ITEM:
Charmaine bought her new dress at 20%
discount using her membership card. The
original price of the dress is P500. You are the
cashier of the store how much will you give as
her change?

2. To draw a portrait of your mother or

father using the different elements of the
arts.
 ANALYZING
STUDENT BREAKS LEARNED INFORMATION
INTO ITS PARTS TO BEST UNDERSTAND THAT
INFORMATION

• Attributing • Integrating
• Comparing • Organizing
• Deconstructing • Outlining
• Finding • Structuring

Can students break information into parts to

explore understandings and relationships?
1. Compare and contrast feudalism and
manorialism.
TEST ITEM:
How is feudalism similar to manorialism?

2. Review a work of art in terms of form, color,

and texture.
TEST ITEM
Using the picture below entitled
“Monalisa”, make a concept map showing
its form, color, and texture.
 EVALUATING
STUDENT MAKES DECISIONS BASED ON
IN-DEPTH REFLECTION, CRITICISM, AND
ASSESSMENT

• Checking • Hypothesising
• Critiquing • Judging
• Detecting • Monitoring
• Experimenting • Testing

Can students justify a decision or

a course of action?
1. To prepare a list of criteria to judge a cooking
contest

TEST ITEM:
Which of the criteria you prepared you will
give a high percentage? Low percentage?
Why
 CREATING
STUDENT CREATES NEW IDEAS AND
INFORMATION USING WHAT PREVIOUSLY
HAS BEEN LEARNED

• Constructing • Making
• Designing • Planning
• Devising • Producing
• Inventing

 Can students generate new products,

ideas, or ways of viewing things?
1. To develop a unique menu for a cooking
contest.

TEST ITEM:
Develop a unique menu, with an apple as
the main ingredient. Write down the
procedures using a flow chart.
 QUESTIONING . . .
• Lower-level questions - remembering,
understanding & lower level applying levels
• Lower-level questions
• Evaluate students’ preparation and
comprehension
• Diagnose students’ strengths and
weaknesses
• Review and/or summarize the content
 QUESTIONING . . .
• Higher-level questions require a complex
application, analysis, evaluation, or creation
skills
• Higher-level questions
• Encourage students to think more deeply and
critically
• Facilitate problem-solving
• Encourage discussions
• Stimulate students to seek information on their
own
 “REMEMBERING” STEMS
What happened after...?
How many...?
What is...?
Who was it that...?
Name ...
Find the definition of…
Describe what happened after…
Who spoke to...?
Which is true or false...?
 “UNDERSTANDING” STEMS
Explain why…
Write in your own words…
How would you explain…?
Write a brief outline...
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Clarify…
Illustrate…
 “APPLYING” STEMS
Explain another instance where…
Group by characteristics such as…
Which factors would you change if…?
What questions would you ask of…?
From the information given, develop a set
of instructions about…

(Pohl, 2000)
 “ANALYZING” STEMS
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?
Why did...changes occur?
Explain what must have happened when...
What are some of the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
What was the problem with...? (Pohl, 2000)
 “EVALUATING” STEMS
Judge the value of... What do you think about...?
Defend your position about...
Do you think...is a good or bad thing?
How would you have handled...?
What changes… would you recommend?
Do you believe...? How would you feel if...?
How effective are...?
What are the consequences...?
What influence will....have on our lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
Who will gain & who will lose?  (Pohl, 2000)
 “CREATING” STEMS

Design a...to...
Devise a possible solution to...
If you had access to all resources, how would you deal
with...?
Devise your own way to...
What would happen if ...?
How many ways can you...?
Create new and unusual uses for...
Develop a proposal which would...

(Pohl, 2000)
 SUMMARY
BLOOM’S REVISED TAXONOMY
• Systematic process of thinking & learning
• Assists assessment efforts with easy-to-use format
• Visual representation of alignment between goals &
objectives with standards, activities, & outcomes
• Helps form challenging questions to help students gain
knowledge & critical thinking skills
• Assists in development of goals, objectives, & lesson
plans
 LET’S
PRACTICE!
THANK YOU!
 REFERENCES AND RESOURCES

Cruz, E. (2003). Bloom's revised taxonomy. In B. Hoffman (Ed.), Encyclopedia of Educational Technology.
http://coe.sdsu.edu/eet/Articles/bloomrev/start.htm

Dalton, J. & Smith, D. (1986) Extending children’s special abilities: Strategies for primary classrooms.
http://www.teachers.ash.org.au/researchskills/dalton.htm

Ferguson, C. (2002). Using the revised Bloom’s Taxonomy to plan and deliver team-taught, integrated, thematic units. Theory
into Practice, 41(4), 239-244.

Forehand, M. (2008). Bloom’s Taxonomy: From emerging perspectives on learning, teaching and technology.
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Mager, R. E. (1997). Making instruction work or skillbloomers: A step-by-step guide to designing and developing instruction
that works, (2nd ed.). Atlanta, GA: The Center for Effective Performance, Inc.

Mager, R. E. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction, (3rd ed.).
Atlanta, GA: The Center for Effective Performance, Inc.

Pohl, Michael. (2000). Learning to think, thinking to learn: Models and strategies to develop a classroom culture of thinking .
Cheltenham, Vic.: Hawker Brownlow.

Tarlinton (2003). Bloom’s revised taxonomy. http://www.kurwongbss.qld.edu.au/thinking/Bloom/bloomspres.ppt.

University of Illinois, Center for Teaching Excellence (2006). Bloom’s taxonomy.

www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm