BLOOMS TAXONOMY

HJ. AHMAD BIN TULKA

Ketua Program Kejuruteraan Mekanikal Jabatan Kejuruteraan Mekanikal Politeknik Merlimau Melaka

Benjamin Bloom
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning..

 Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information

 Bloom identified 3 domains of learning that apply to the student.

Cognitive Affective Psychomotor

The Cognitive Domain

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

The Affective Domain

Attitudes Interests Values

The Psychomotor Domain

Neuromuscular control and coordination Hands on applications

BLOOMS TAXONOMY OF THE COGNITIVE DOMAIN

INTRODUCTION Bloom created a taxonomy for categorising the level of abstraction of learning contents . The taxonomy provides a useful structure for the categorising of Questions Activities Products

In 1956, Bloom et al completed their work on the cognitive domain, which involves knowledge and the development of intellectual skills. The result was a 6-level hierarchy identified within the cognitive domain. The levels progressed from the simplest level, which involves the recall or recognition of facts, through to the highest level, which involves the evaluation of facts. This hierarchy became known as Blooms Taxonomy.

The six levels of the cognitive domain from the most used and simplest level (1) to the most complicated level (6).

1. 2. 3. 4. 5. 6.

Knowledge Comprehension Application Analysis Synthesis Evaluation

LEVEL 1: KNOWLEDGE
Remembering previously learnt material without necessarily understanding or using it Skills required Recall of information Factual knowledge (dates, places, numbers etc.) Recall of major events Mastering subject material Verbs typically used at this level Arrange, define, list, label, name, memorise, recall, reproduce, state, write..

LEVEL 2: COMPREHENSION
Skills required Understanding facts and meaning Interpretation of facts The ability to understand or grasp the meaning of the learning material without necessarily relating it to something else Ordering and grouping causes Prediction of consequences Verbs typically used for this level of activities Classify, describe, explain, illustrate, indicate, locate, report, restate, review, select.

LEVEL 3: APPLICATION
The ability to utilise the learnt material in different, new and concrete situations Skills required Utilisation of facts Using known methods, concepts and hypothesis in new situations, Solving problems with newly acquired knowledge or skills Verbs used in activities at this level include: Apply, choose, construct, demonstrate, employ, interpret, operate, schedule, solve, sketch, use..

LEVEL 4: ANALYSIS
The ability to break the whole into its components and to understand the organisational arrangement of the material. Skills required

Organisation of the materials components Finding patterns Finding concealed meanings Recognition of the components of the whole

Verbs typically used for the analytical level

Analyse, categorise, calculate, compare, contrast, criticise, discriminate, differentiate, examine, experiment, test

LEVEL 5: SYNTHESIS
The ability to rearrange the components of the learning material to form a whole new unit Skills required: Construction of a new whole from the known material elements Creating generalizations from the patterns Relation of fact from different areas Making predictions and drawing conclusions Verbs used to indicate synthetic level activities and questions Create, design, hypothesise, invent, develop, compose, formulate, plan, prepare, set up

LEVEL 6: EVALUATION
The ability to judge the value and impact of the given facts Skills required

Comparing and discriminating between facts Verification of the values concerning the factual content Making choices on reasoning Assessing the values of presentations and hypothesis Recognising subjectivity
Verbs typically used for this level of the cognitive domain:

Judge, appraise, recommend, critique, select, support, value, predict.

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