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A Taxonomy for Learning, Teaching and Assessing A Revision of Bloom’s Taxonomy of Educational Objectives

A Taxonomy for Learning, Teaching and Assessing A Revision of Bloom’s Taxonomy of Educational Objectives. 2005 South Carolina Science Standards Revision. Extreme thanks and gratitude to Dr. Lorin Anderson for the tremendous amount of assistance, mentoring and advise given

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A Taxonomy for Learning, Teaching and Assessing A Revision of Bloom’s Taxonomy of Educational Objectives

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  1. A Taxonomy for Learning, Teaching and AssessingA Revision of Bloom’s Taxonomy of Educational Objectives

  2. 2005 South Carolina Science Standards Revision Extreme thanks and gratitude to Dr. Lorin Anderson for the tremendous amount of assistance, mentoring and advise given during the creation of the Revised Taxonomy presentations.

  3. 2005 South Carolina Science Standards Revision What do you know about the original “Bloom’s” Taxonomy?

  4. Evaluation Synthesis Analysis Application Comprehension Knowledge 2005 South Carolina Science Standards Revision The Original “Bloom’s Taxonomy The Original “Bloom’s Taxonomy The Original “Bloom’s Taxonomy

  5. 2005 South Carolina Science Standards Revision What do you know about the “Revised Taxonomy”?

  6. 2005 South Carolina Science Standards Revision

  7. 2005 South Carolina Science Standards Revision “Old” Blooms “Revised” Taxonomy • Create • Evaluation • Evaluate • Synthesis • Analyze • Analysis • Apply • Application • Understand • Comprehension • Knowledge • Remember

  8. 2005 South Carolina Science Standards Revision THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION

  9. THE TAXONOMY TABLE 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing 2005 South Carolina Science Standards Revision COGNITIVE PROCESS DIMENSION

  10. 2005 South Carolina Science Standards Revision Remember • retrieve relevant knowledge from long term memory • 1.1 Recognizing • Identifying • 1.2 Recalling • Retrieving

  11. 2005 South Carolina Science Standards Revision Remember Sample Indicators • Recall the basic needs of animals • (including air, water, food and shelter) • for energy, growth and protection. • Identify the sources and properties of • heat, solar, chemical, mechanical and • electrical energy.

  12. 2005 South Carolina Science Standards Revision Understand • Construct meaning from instructional messages, including oral, written and graphic communication. • 2.1 Interpreting • Clarifying • Paraphrasing • Representing • Translating • 2.3 Classifying • Categorizing • Subsuming • 2.2 Exemplifying • Illustrating • Instantiating

  13. 2005 South Carolina Science Standards Revision Understand - continued • 2.6 Comparing • Contrasting • Mapping • Matching • 2.4 Summarizing • Abstracting • Generalizing • 2.5 Inferring • Concluding • Extrapolating • Interpolating • Predicting • 2.7 Explaining • Constructing Models

  14. 2005 South Carolina Science Standards Revision Understand Sample Indicators • Illustrate the phases of the Moon and the • Moon’s effect on ocean tides. • Explain the motions of the Earth and the • Moon and the effects of these motions as • they orbit the Sun (including day, year, • phases of the Moon, eclipses and tides). • Summarize the functions of proteins, carbohydrates and fats in the human body.

  15. 2005 South Carolina Science Standards Revision Apply • Carry out or use a procedure in a given situation. • 3.1 Executing • Carrying out • 3.2 Implementing • Using

  16. 2005 South Carolina Science Standards Revision Apply Sample Indicators • Apply established rules for significant digits, • both in reading scientific instruments and in • calculating derived quantities from measurement. • Use appropriate tools and instruments (including • a microscope) safely and accurately when • conducting a controlled scientific investigation.

  17. 2005 South Carolina Science Standards Revision Analyze • Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. • 4.1 Differentiating • Discriminating • Distinguishing • Focusing • Selecting

  18. 2005 South Carolina Science Standards Revision Analyze - continued • 4.2 Organizing • Finding coherence • Integrating • Outlining • Parsing • Structuring • 4.3 Attributing • Deconstructing

  19. 2005 South Carolina Science Standards Revision Analyze Sample Indicators • Distinguish among observations, predictions and • inferences. • Organize and interpret the data from a controlled • scientific investigation in terms of whether they • refute or verify the hypothesis. • Attribute global climate patterns to geographic • influences (including latitude, topography, • elevation, and proximity to water).

  20. 2005 South Carolina Science Standards Revision Evaluate • make judgments based on criteria and standards • 5.1 Checking • Coordinating • Detecting • Monitoring • Testing • 5.2 Critiquing • Judging

  21. 2005 South Carolina Science Standards Revision Evaluate Sample Indicators • Critique a conclusion drawn from a scientific investigation.

  22. 2005 South Carolina Science Standards Revision Create • Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. • 6.1 Generating • Hypothesizing • 6.2 Planning • Designing • 6.3 Producing • Constructing

  23. 2005 South Carolina Science Standards Revision Create Sample Indicators • Design a controlled scientific investigation. • Construct a line graph from recorded data with • correct placement of independent (manipulated) • and dependent (responding) variables.

  24. TAXONOMY TABLE 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing 2005 South Carolina Science Standards Revision COGNITIVE PROCESS DIMENSION

  25. 2005 South Carolina Science Standards Revision A Simple Analogy…

  26. 2005 South Carolina Science Standards Revision • HOT ARTICHOKE DIP (Serves 10 to 14) • 2 14-oz cans artichoke hearts • 16 oz. mayonnaise • 1 c. grated Parmesan cheese • Garlic salt (optional) • ==================================== • Drain artichoke hearts. • Mash artichokes with fork. • Mix with mayonnaise, cheese, and garlic salt. • Bake at 350 degrees for 15 minutes or until cheese is melted. • Serve with crackers or party rye.

  27. Knowledge Dimension 2005 South Carolina Science Standards Revision • Factual Knowledge • Conceptual Knowledge • Procedural Knowledge • Metacognitive Knowledge

  28. 2005 South Carolina Science Standards Revision Factual Knowledge • The basic elements students must know to be acquainted with a discipline or solve problems in it. • Knowledge of terminology • Knowledge of specific details and elements

  29. 2005 South Carolina Science Standards Revision Conceptual Knowledge • The interrelationships among the basic elements within a larger structure that enable them to function together. • Knowledge of classifications and categories • Knowledge of principles and generalizations • Knowledge of theories, models and structures

  30. 2005 South Carolina Science Standards Revision Procedural Knowledge • How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods. • Knowledge of subject-specific skills and algorithms • Knowledge of subject-specific techniques and methods • Knowledge of criteria for determining when to use appropriate procedures

  31. Metacognitive Knowledge 2005 South Carolina Science Standards Revision • Knowledge of cognition in general as well as awareness and knowledge or one’s own cognition. • Strategic knowledge • Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge • Self-knowledge How did I get that answer?

  32. THE TAXONOMY TABLE Factual Knowledge KNOWLEDGE DIMENSION Conceptual Knowledge ProceduralKnowledge Metacognitive Knowledge 2005 South Carolina Science Standards Revision COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing

  33. 2005 South Carolina Science Standards Revision Putting All the Pieces Together…

  34. 2005 South Carolina Science Standards Revision Objectives are statements of what we want students to learn as a result of the instruction we provide. Standards/indicators are simply mandated objectives.

  35. 2005 South Carolina Science Standards Revision The Common Format for Objectives Subject Verb Object S V O

  36. The Subject… is the Learner or the student. Subject Verb Object S V O 2005 South Carolina Science Standards Revision The learner (will) The student (should)

  37. Subject Verb Object S V O 2005 South Carolina Science Standards Revision Example #1 Recognize that different materials can be mixed together and then separated again.

  38. Subject Verb Object S V O 2005 South Carolina Science Standards Revision Verb = Recognize Object = that different materials can be mixed together and then separated again.

  39. Subject Verb Object S V O 2005 South Carolina Science Standards Revision Example #2Summarize the characteristics of a mixture, recognizing a solution as a kind of mixture.

  40. Subject Verb Object S V O 2005 South Carolina Science Standards Revision Verb = Summarize Object = The characteristics of a mixture, recognizing a solution as a kind of mixture.

  41. THE TAXONOMY TABLE Factual Knowledge KNOWLEDGE DIMENSION Conceptual Knowledge ProceduralKnowledge Metacognitive Knowledge 2005 South Carolina Science Standards Revision COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing Example #1 Example #2

  42. 2005 South Carolina Science Standards Revision Look at the Revised South Carolina Science Standards through the lens of the “Revised Taxonomy” 2005 South Carolina Science Standards Revision

  43. 2005 South Carolina Science Standards Revision Questions??

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