Professional Documents
Culture Documents
Benjamin Bloom
Taxonomy of &ducational *$+ectives (,-.6
Various types o learnin! outcomes "it#in t#e co!niti$e %omain
&'jecti$es coul% 'e classi ie% accor%in! to type o learner 'e#a$ior %escri'e% ( #ierarc#ical relations#ip e)ists amon! t#e $arious types o outcomes
Evaluation Synthesis Analysis Application Comprehension Knowledge
/#in.in! Le$els
(s. stu%ents to %emonstrate0 1no"ledge - recall in ormation in ori!inal orm 0omprehension - s#o" un%erstan%in! /pplication - use learnin! in a ne" situation /nalysis - s#o" s2#e can see relations#ips 8ynthesis - com'ine an% inte!rate parts o prior .no"le%!e into a pro%uct, plan, or proposal t#at is ne" &valuation - assess an% critici1e on 'asis o stan%ar%s an% criteria
(naly1in!
(pplyin! 3n%erstan%in!
Remem'erin!
0reating 4 %esi!nin!, constructin!, plannin!, pro%ucin!, in$entin!, %e$isin!, ma.in! &valuating 4 c#ec.in!, #ypot#esi1in!, criti5uin!, e)perimentin!, ju%!in!, testin!, %etectin!, monitorin! /naly<ing 4 comparin!, or!ani1in!, %econstructin!, attri'utin!, outlinin!, in%in!, structurin!, inte!ratin! /pplying 4 implementin!, carryin! out, usin!, e)ecutin! Understanding 4 interpretin!, summari1in!, in errin!, parap#rasin!, classi yin!, comparin!, e)plainin!, e)empli yin! 7emem$ering 4 reco!ni1in!, listin!, %escri'in!, i%enti yin!, retrie$in!, namin!, locatin!, in%in! http://
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Bloomin! 6uestions
1no"ledge or 7emem$ering 4 Recallin! 7n ormation
8#ere 4 8#at 4 8#o 4 -o" many 4
0omprehension or Understanding 4
/ell me in your o"n "or%s 4 8#at %oes it mean9 :i$e me an e)ample, %escri'e, illustrate
en%in!;
news polls articles panels poems recommendations machines discussions songs simulations plays evaluations hypotheses surveys
Blooms Taxonomy
=. (lin sa m!a sumusuno% na 'ansa an! .a'ilan! sa /imo! Silan!an! (sya9 a. B#utan, >epal, 7n%ia '. <apan, ?orea, C#ina c. Malaysia, Vietnam, Cam'o%ia %. . Sau%i (ra'ia, E!ypt, 7srael
Blooms Taxonomy
@. 8#at is t#e "riter*s purpose in "ritin! t#is e)cerpt o t#e 5uotation 'elo"9 AE$ery success ul person #as a pain ul story an% a success ul en%in!. >o one can !o 'ac. an% c#an!e a 'a% 'e!innin!, 'ut anyone can start an% create success ully.B a. to console '. to in orm c. to narrate %. to persua%e
Blooms Taxonomy
clot# e$ery =@ #ours. -o" many yar%s "ill s#e "ea$e in =E #ours9 a. E@F '. EGF c.EEF %. EHH
Blooms Taxonomy
G. ( "a$e tra$els rom t#e sur ace o a %eep "ater !oin! to
s#allo" "ater. 8#at "ill most li.ely to #appen to t#e "a$e9 a. its re5uency %ecreases '. its "a$elen!t# %ecreases, #ence t#e $elocity %ecreases c. its "a$elen!t# increases, #ence t#e $elocity %ecreases %. its "a$elen!t# %ecreases, #ence t#e $elocity increases
Blooms Taxonomy
."enton! A(an#in >ino AIan sa i'a'a, 'umuo n! isan! 'alita 'atay sa m!a impormasyon! na.atala.
Blooms Taxonomy
t#e paper0 7 you "ere as.e% to compare 7n%onesia*s !o$ernment "it# C#ina*s, "#at criteria "oul% you use9 8#y9
?( Basahin ang mga sumusunod na pangyayari at ilagay sa >ahon ang mga ang>op na titi> upang ma$uo ang $uod ng 9$ong /darna(
,@( 6itochondria are called the po"erhouses of the cell $ecause they ma>e energy availa$le for cellular meta$olism( !hich of the follo"ing o$servations is most cogent in supporting this concept of mitochondrial function#
a. (%enosine triposp#ate ((/P) occurs in t#e mitoc#on%ria. '. Mitoc#on%ria #a$e a %ou'le mem'rane. c. Mitoc#on%ria are oun% in almost all .in%s o plants an% animal cells. %. Mitoc#on%ria a'oun% in muscle tissue. e. /#e en1ymes o t#e ?re's cycle, an% molecules re5uire% or terminal respiration, are oun% in mitoc#on%ria.
2ext /ctivity
Facets o 3n%erstan%in!
,( *ne difference $et"een a $ean seed and a corn >ernel is thatCCCCCCCCCC( a. ( 'ean see% #as a see% coat 'ut a .ernel o corn %oes not. '. ( 'ean see% #as t"o cotyle%onsM a corn .ernel #as one. c. /#e 'ean contains store% oo%M t#e corn %oes not. %. /#e 'ean em'ryo #as lea$es, "#ile t#e corn em'ryo lac.s lea$es.
Facets o 3n%erstan%in!
=( / university consists of three colleges5 $usiness% engineering and fine arts( There are =-@@ students in the $usiness college% ,.@@ students in engineering college% and ,,@@ students in the fine arts college( !hat percent of the total num$er of students in the university are in the fine arts college# a. =F N '. @FN c. @D N %. DFN
7ead the selection and ans"er the Auestions that follo"( 0hoose the letter of the $est option that "ill ans"er or complete the passage(
Facets o 3n%erstan%in!
+on*t 'e oole% 'y me. +on*t 'e oole% 'y t#e ace 7 "ear or 7 "ear a t#ousan% mas.s, mas.s t#at 7 am a rai% to ta.e o an% none o t#em are me. Preten%in! is an art t#at is secon% nature to me. 7 !i$e t#e impression t#at 7 am secure, t#at e$eryt#in! is ine "it# me, t#at con i%ence is my name an% coolness is my !ame. (n% t#at 7 nee% no one. But %on*t 'e oole% 'y me. My sur ace seems smoot#, 'ut my sur ace is my mas.. Beneat# t#e mas. is t#e real me- con use%, ri!#tene% an% alone. But 7 #i%e t#is. 7 %on*t "ant anyone to .no" it. 7 panic at t#e t#ou!#t o my "ea.ness an% ear 'ein! e)pose%. /#at is "#y 7 create a mas. to #i%e 'e#in%- a nonc#alant, sop#isticate% aOa%e to #elp me preten%, to s#iel% me rom t#e !lance t#at .no"s. - C#arles C. Finn (+on*t Be Foole% By Me)
D( 9n "riting the article% "hat does the author "ant the readers to do# a. Copy #is calm %emeanor '. (ppreciate #is calm %emeanor c. Loo. 'eyon% #is calm %emeanor %. Be impresse% 'y #is calm %emeanor E( !ith "hich of the follo"ing statements "ould the author most li>ely agree# e. 8ear your #eart out on slee$e. . Sop#isticate% people are success ul. !. +o not 'e %ecei$e% 'y sur ace appearances. #. 8e nee% mas.s to loo. sop#isticate% an% con i%ent.
Facets o 3n%erstan%in!
.( Develop a script simulating the different vie"s of people a$out the 7eproductive Health Bill(
Facets o 3n%erstan%in!
E . +apat 'an! turuan an! ma!-aaral sa 'aitan! J n! Arepro%ucti$e #ealt#B 9 7pali"ana! .un! 'a.it naii'a2 pare#o an! iyon! opinyon sa posisyon n! Sim'a#an! ?atoli.o. Criteria0 sel a"are, meta-co!niti$e, sel a%justin!, re lecti$e, "ise
E'planation
#ffers an explicit theory or sound reasons $%why% and &because% behind facts' claims or actions"
)nterpretation: interpretations' narratives' #ffers meaning and insight to explanation and translations" through metaphors' stories' analogies"
Empathy: ability to get inside another person+s feelings Sel(+Knowled e: to know one+s ignorance' prejudice' and understanding
(eliberate projection of self into a person+s life or author+s text ,uccess at the behavior called &reflection% and to recognize ones own mental &filters'% biases' and values
Tests and Aui<<es that include constructedFresponse items# 7eflective assessments (reflective +ournals% thin> logs% peer response groups% intervie"s # /cademic prompts "ith a F/TF' ( format% audience topic% purpose clearly stated# 0ulminating performance assessment tas>s and pro+ects#
4GrealF"orld goals 7GrealF"orld role(s /GrealF"orld audience 8GrealF"orld situation 'GrealF"orld products and performances 8Gstandards for accepta$le performance
:oure a !innerH
7emem$er that lottery tic>et you and your team purchased at the $eginning of the summer# 9t turns out you are all "innersH :ou and your team have "on a vacation dream house "orth '=%@@@%@@@( /s is true for anything in life% your dream house comes "ith a fe" small print issues you "ill have to address
/nduring 0nderstanding
0nderstanding by (esign
6 Thin>ing Hats
(t your ta'le, %eci%e on a topic t#at one o you is teac#in!
- +e$elop E 5uestions2test item or t#e topic (o'jecti$e), appropriate to t#e class. &ne 5uestion or eac# #at. - S#are
REFERE>CES
(n%erson, Loren 8. @FFC. Classroom (ssessment. En#ancin! t#e 6uality o /eac#er +ecision Ma.in!, >e" <ersey0 La"rence Erl'aum (ssociate, 7nc. Mc /i!#e0 (rant 8i!!ins. @FFG. 3n%erstan%in! 'y +esi!n. Pro essional +e$*t 8or.'oo., (le)an%ria, V(0 (SC+. """.sli%ess#are.net2carlapiper2essential-5uestionsECK@H@=
Unless assessment improves the teachingF learning process% it does not serve any purpose at allH
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