BLOOM’S

1. BLOOM’S Assessment & Evaluation in Language Testing • NDARU ANUGERAH - 20107479056 Department of English Education UNINDRA PGRI – 2012

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3. BACKGROUND Benjamin Samuel Bloom was born on February 21, 1913 in Lansford - Pennsylvania. He was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery learning. From the Pennsylvania State University, he gained his bachelor’s and master’s degrees in 1935. Later, in March 1942, he received his education Ph.D. from the University of Chicago. Bloom died on September 13, 1999.

4. CONTENT Bloom’s taxonomy was proposed in 1956 by a committee of educators at Convention of the American Psychological Association chaired by Benjamin Bloom who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals. The name of Taxonomy is derived from Greek, Taxis = arrangement; and Nomos = law. Bloom’s Taxonomy refers to a classification of the different objectives that educators set for students (learning objectives). Its intent was to develop a method of classification for thinking behavior that was believed to be important in the processes of learning and the measurement for thinking.

5. Bloom’s taxonomy divides educational objectives into three ‘domains’. Cognitive (Knowing/head) – knowledge based domain, comprises six levels Affective (Feeling/heart) – attitudinal based domain, comprises five levels Psychomotor (Doing/hand) – skills based domain, comprises seven levels

6. COGNITIVE DOMAIN The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. Knowledge Comprehension Application Analysis Synthesis Evaluation

7. AFFECTIVE DOMAIN It includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasm, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex. Receive phenomena Respond to phenomena Value Organize (conceptualize values) Internalize (characterize values)

8. PSYCHOMOTOR DOMAIN According to Simpson (1972), it includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the most complex. Perception Set Guided-response Mechanism Complex overt response Adaptation Origination

9. REVISED BLOOM’S TAXONOMY Lorin Anderson, a former student of Bloom, led a new assembly and revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, hoping to add relevance for the 21st century students and teachers. It took six years to finalize their work. A more concise summary appears here. The changes occur in three broad categories: terminology, structure, and emphasis.

10. Terminology Changes Changes in terminology between the two versions are perhaps the most obvious differences and can also cause the most confusion. Basically, Bloom's six major categories were changed from noun to verb forms. Additionally, the lowest level of the original, knowledge was renamed and became remembering. Finally, comprehension and synthesis were re-titled to understanding and creating.

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14. Structural Changes Bloom's original cognitive taxonomy was a one-dimensional form. With the addition of products, the Revised Bloom's Taxonomy takes the form of a two-dimensional table. One of the dimensions identifies The Knowledge Dimension (or the kind of knowledge to be learned) while the second identifies The Cognitive Process Dimension (or the process used to learn). The intersection of the knowledge and cognitive process categories form twenty-four separate cells .

15. Cognitive Process Dimension COMPLEX SIMPLE

16. Knowledge Dimension CONCRETE • Factual • Discrete bits of information • Conceptual • More complex, organized knowledge • Classifications, categories, principles • Procedural • Steps to take, how to do something • Determining when to do what • Meta-Cognitive • Personalize understanding for the user • Strategic and contextual ABSTRACT

18. Changes in Emphasis Emphasis is the third and final category of changes. The revised version of the taxonomy is intended for a much broader audience. Emphasis is placed upon its use as a "more authentic tool for curriculum planning, instructional delivery and assessment".

20. Today’s teachers must make tough decisions about how to spend their classroom time. Clear alignment of educational objectives with local, state, and national standards is a necessity. Briefly, the structure of the Revised Taxonomy provides an even more powerful tool to fit today’s teacher’s needs for the alignment between standards and educational goals, objectives, products, and activities (Krathwohl, 2002).

21. BLOOM’S TAXONOMY ON PRACTICE Practically, The Bloom’s Taxonomy may be applied on every aspect of learning. For example, in order to use the Revised Taxonomy, a lesson objective based upon the story of Goldilocks and the Three Bears is presented for each of the six levels of the Cognitive Process as shown on the Revised Taxonomy Table.

22. Remember: Describe where Goldilocks lived. Understand: Summarize what the Goldilocks story was about. Apply: Construct a theory as to why Goldilocks went into the house. Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event. Evaluate:Assess whether or not you think this really happened to Goldilocks. Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

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