Blooms Taxonomy of Cognitive Domains

The mind is not a vessel to be filled,but a fire to be ignited.

Plutarch

 Blooms

Revised Taxonomy (History) Original Terms of Blooms Taxonomy New Terms of Blooms Taxonomy Changes in Terms Changes in Emphasis

A turtle makes progress when it sticks it neck out.

Authentic Assessment
When we test an isolated skill or a retained fact from the pupils, we are not really measuring pupils capabilities. In order to evaluate exactly what an individual has learned, it is necessary to develop an assessment method that examines his/her collective abilities it is called AUTHENTIC ASSESSMENT it gives pupils situation that occur in the real world which require them to apply their relevant skills and knowledge. It is designed to be criterion reference rather than norm reference.

ASSESSMENT can be made precise, accurate and dependable only if what are to be achieved are clearly stated and feasible. We consider learning targets involving knowledge, reasoning, skills, products and effects. Learning targets need to be stated in behavioral terms which denote something which we can be observed through the behavior of the student.

1. Remembering which refers to the acquisition of facts, concepts and theories. 2. Understanding refers to the some concept as apprehension, it is a step higher than mere acquisition of facts and involves cognition or awareness of interrelationship of facts and concepts. 3. Application refers to the transfer of knowledge from one field of study to another or from one concept to another concepts.

4. Analysis refers to the breaking down of a concept or idea into a components and explaining the concept as a composition of these concepts. 5. Evaluation refers to valuing and judgement or putting worth of a concept or principle. 6.Creating refers to the opposite of analysis and entails putting together the components in order to summarize concepts.

Task Oriented Question Construction Wheel Based on Blooms Taxonomy

TALASALITAAN NG MGA KATAGANG NAGPAPAHAYAG NG MGA LAYUNING BEHAVIORAL

A. PANGKABATIRAN O KOGNITIBO (COGNITIVE)

1. Remembering (Remembering / pag-aalala)

list Identify Show Label Define Tell Describe State Select reproduce Naitatala,nakapagtatala Nakikilala naipapakita Napapangalanan Naibibigay ang kahulugan o katuturan Nasasabi Nailalarawan Naipapahayag Napipili, nakapiipili Nasasalin, napaparami Collect Examine Duplicate Quote Name Order Nakokolekta Nasusuri Napaparehas Napapangalan Napapasunodsunod, nasusunod-sunod Nakikilala Naibabahagi Nagugunita, naaalala Nauulit

Recognize Relate Recall repeat

Useful Verbs
Tell List Describ e Relate Locate Write Find State name

Sample Question Stems

What happened after ? How many ? Who was it that ? Can you name the? Describe what happened at..? Who spoke to..? Can you tell why? Find the meaning of ? What is? Which is true or false?

Potential activities and products

Make a list of the main events .. Make a timeline of events. Make a facts chart Write a list of any pieces of information you can remember. List all the in the story. Make a chart showing Make an acrostic. Recite a poem

Classroom Roles for Remembering

Teacher roles
-Directs -Tells -Shows -Examines -Questions -Evaluates

Pupil roles
-Responds -Absorbs -Remembers -Recognises -Memorises -Defines -Describes -Passive recipient

2. Comprehension (Comprehension / Pag unawa)

Classify Describe Discuss Explain express identify Locate Report Restate Compare, contrast Predict Rearrange Give example Infer summarize Nauuri Nailalarawan Natatalakay Naipapaliwanag Naipahihiwatig Nakikilala Natutukoy Naiuulat nauulit Naihahalintulad Nahuhulaan, nakakahula Naisasaayos Nakapagbibigay ng halimbawa Nahihinuha nakapagbubuod Review Select Retell Translate Convert Defend Distinguish Compose Differentiate Interpret Estimate Extend Generalize paraphrase Naibabalik-tanaw Napipili Muling nasasabi Napipili Naisasalin-wika Nakapagpapalit Nakapagtatangol Nasasabi ang pagkakaiba Nakabubuo, nakagagawa Nakakatantiya Nakapagpapalagay Naipararating Nakapagbibigay ng tuntuning panlahat napapakahulugan

Useful Verbs Explain Interpret Outline Discuss Distinguish Predict Restate Translate Compare describe

Samples Question Stems Can you write in your own words..? Can you write a brief outline..? What do you think could happened next? Who do you think..? What was the main idea? Who was the key character? Can you distinguish between? What differences exist between? Can you provide an example of what you mean..? Can you provide a definition for?

Potential activities and products Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events.

Classroom Roles for Understanding

Teacher
-Demonstrates -Listens -Questions -Compares -Contrast -Examines

Pupils
-Explains -Describes -Outlines -Restate -Translates -Demonstrates -Interprets -Active participants

3. APPLication ( Application / Pagsasagawa)

Apply Demonstrate Dramatize Choose Employ Illustrate Interpret Operate Practice Schedule Sketch design Naisasagawa Nakapagtatanghal naisasadula Napipili, nakapagpipili Solve Use Change Compute Discover Manipulate Modify Prepare Produce Relate Show build Nakalulutas Nagagamit, nakakagamit Napapalitan Natutuos Natutuklasan Napapamahalaan Nababago Nakapaghahanda Nakabubuo, nakagagawa Nasasabi, nasasalaysay naipapakita

Naiguguhit naipahihiwatig Napapatakbo Nakapagsasanay Napaplano naiguguhit

Useful Verbs Solve Show Use Illustrate Construct Complete Examine classify

Sample Question Stems Do you know another instance where? Could this have happened in? Can you group by characteristics such as? What factors would you change if? Can you apply the method used to some experience of your own..? What questions would you ask of? From the information given, can you develop a set of instructions about? Would this information be useful if you had a?

Potential activities and products Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a paper-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game suing the ideas from the study area. Make a clay model of an item in the material. Design a market strategy for your product using a known strategy as a model. Dress a doll in national costume. Paint a mural using the same materials. Write a textbook about for others.

Classroom Roles for Applying

Teacher
-Shows -Facilitates -Observes -Evaluates -Organises -Questions

Pupils
-Solves problems -Calculates -Compiles -Completes -Illustrates -Constructs -Active recepient

4.ANALYsis ( Analysis / Pagsusulit )

Analyze Appraise Categorize Compare Contrast Criticize Diagram Differentiate Discriminate Distinguish select Nasusulit Nasusuri Nauuri Naihahalintulad Naihahambing Napupuna Nakagagawa ng banghay Natutukoy ang kaibahan Naitatangi Nakikilala ang kaibahan Nakapipili, nakakapagpili Examine Experiment Inventory Question test Breakdown Subdivide Separate Point out outline Napapag-aralan Nakakapageksperimento Nabibilang Nakakapagtanon g Napaghihiwahiwalay Napaghahati-hati Napagbubukod, naibubukod Naituturo Nakagagawa ng balangkas

Useful Verbs Analyze Distinguish Examine Compare Contrast Investigate Categorize Identify Explain Separate advertise

Sample Question Stems Which events could have happened? I happened, what might the ending have been? How was this similar to? What was the underlying theme of? What do you see as other possible outcomes? Why did changes occur? Can you compare your with that presented in? Can you explain what must have happened when? How is similar to ? What are some of the problems of ? Can you distinguish between ? What were some of the motives behind. What was the turning point in the game? What was the problem with ?

Potential activities and products Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person. Prepare a report about the area of study. Arrange a party. Make all the arrangements and record the steps needed. Review a work of art in terms of form, color and texture.

Classroom Roles for Analysing

Teacher
-Probes -Guides -Observes -Evaluates -Act as resource -Questions -Organises -Dissects

Pupil
-Discusses -Uncovers -Argues -Debates -Thinks deeply -Tests -Calculates -Investigates -Inquires -Active participant

5. EVALUATIon (Evaluation)
Appraise Nakapagpapahalaga Napapahalagahan Argue Nakakapangatuwiran Assess Nasusukat Attach Naikakabit, Choose naiuugnay Compare Nakapipili Defend Nakapaghahambing Estimate Nakapagtatanggol Judge Nakapagpapalagay predict Nakapaghuhusga nahuhulaan Score Select Support Value Evaluate Conclude Contrast Criticize Rate Justify discriminat e Nakapagbibigay ng marka Nakapipili Nakapagpapatunay Napapahalagahan Nasusuri Nahihinuha Naihahambing Napupuna Nabibigyang marka Napangangatuwiran nakapagtatangi

Useful Verbs
Judge Select Choose Decide Justify Debate Verify Argue Recommen d Assess Discuss Rate Prioritise determine

Sample Question Stems

Is there a better solution to Judge the value of Can you defend your position about ? Do you think is a good or a bad thing? How would you have handled ..? What changes to would you recommend? Do you believe? Are you a person? How would you feel if ? How effective are ? What do you think about ?

Potential activities and products

Prepare a list of criteria to judge a show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg Learning at School. Write a letter to advising on changes needed at Write a half yearly report. Prepare a case to present your view about

Classroom Roles for Evaluating

Teacher
-Clarifies -Accepts -Guides

Pupils
-Judges -Selects -Disputes -Justifies -Compares -Argues -Critiques -Assesses -Questions -Decides -Active participants

6. Creating ( Creating / Paggawa ng bago)

Categorize Combine Nauuri, napapangkatpangkat Nakapagtatambal, napagsasama-sama Compile Nakapagtatala Compose/creat Nakabubuo, e nakasusulat Nakalilikha Devise Nakagagawa / likha Design Nakadidibuho Explain Naipaliliwanag Generate Nakalilikha/gawa Modify Nababago Assemble Nakabubuo Construct Nakapagtatatag Organize Nakakapag-organisa plan nakakaplano Rearrange Reconstruc t Relate Reorganiz e Revise Rewrite Summarize Write Develop Formulate Propose Prepare Set-up Naisasaayos Muling naitatatag Naisasalaysay Muling nakabubuo Nagbabago Muling naisusulat Nalalagom Naisusulat/tala Nalilinang Nakapagbibigay ng sariling kurokuro Nakapaghahand a Naisasa-ayos

Useful Verbs Create Invent Compose Predict Plan Construct Design Imagine Propose Devise formulate

Sample Question Stems Can you design a to ? Why not compose a song about ..? Can you see a possible solution to ..? If you had access to all resources how would you deal with ? Why dont you devise your own way to deal with ..? What would happen if ? How many ways can you ? Can you create new and unusual uses for ..? Can you write a new recipe for a tasty dish? Can you develop a proposal which would

Potential activities and products Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to Write a TV show, play, puppet show, role play, song or pantomime about Design a record, book, or magazine cove for Make up a new language code and write material suing it. Sell an idea. Devise a way to Compose a rhythm or put new words to a known melody.

Classroom Roles for Creating

Teacher -Facilitates -Extends -Reflects -Analyses -Evaluates Pupils -Designs -Formulates -Plans -Takes risks -Modifies -Creates -Proposes -Active participant

A good teacher makes you think even when you dont want to.

Lower Level Order Questions -Lower level are those at the remembering
,understanding and lower level application levels of the taxonomy Usually questions at the lower levels are appropriate for: -evaluating pupils preparation and comprehension -diagnosis pupils strength and weaknesses -reviewing and/or summarising content

Higher Order Questions

Higher level questions are those requiring complex application,analysis,evaluation and creation skills. Questions at higher levels of taxonomy are usually most appropriate fo: - encouraging pupils to think more deeply and critically -problem solving -encouraging discussion -stimulating pupils to seek information on their own

Now its your turn.

Use the Blooms Matrix and these notes to plan a number of activities or questions for each level of the taxonomy. Work with your teaching partner.

Have fun!!!

He who learns but does not think is lost

(Chinese Proverb)

A teacher can serve no greater end than to help a pupil comprehend,interpret,evaluate and appreciate the written word. For if you have done that, you have given the pupil a gift that will last a lifetime and make that lifetime more worth living

Thank You!
Prepared by: Cynthia C. Competente