BLOOMS

TAXONOMY
TUTORIAL 3123 LANGUANGE ASSESSMENT

KHAIRUL HAFIZD BIN MOHD ASRI

930902-02-5209
P6J

Tutorial Question Part 1

Why bloom taxonomy change from noun to verb form.

Find out who is responsible for change of bloom in 2001

Why bloom taxonomy was designed in pyramid form.

Who is BENJAMIN BLOOM?

BENJAMIN SAMUEL BLOOM

was a Jewish-American educational psychologist.

Contributions:
1.
2.

Classification of Educational Objectives

Theory of Mastery-Learning

(Feb. 1913 Sep. 1999)

Development of critical
thinking skills

COGNITIVE
DOMAIN

Knowledge
Comprehension

PSYCHOMOTO
R DOMAIN
Physical tasks such as
the manipulating of objects
Reflex Movements

Application

Basic Fundamental
Movements

Analysis

Perceptual Abilities

Attitude and
emotions domain

AFFECTIVE
DOMAIN

Receiving
Responding
Valuing
Organization
Characterization

Synthesis
Evaluation

Physical Abilities
Skilled Movements
Non-Discursive
Movements

THREE DOMAINS OF
LEARNING
Cognitive Domain
(Knowing/Head)

Mental Skills (KNOWLEDGE)

Psychomotor Domain
(Doing/Hands)

Manual or physical skills (SKILLS)

Affective Domain
(Feeling/Heart)

Growth in feelings or emotional areas

(ATTITUDE)
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Evolved function,
High complexity

to

Higher-order
Thinking
Skills

Lower-order
Thinking
Skills
Basic function,
Low complexity

Blooms Taxonomy of Objectives

in the Cognitive Domain
The Cognitive Domain

1956

Higher-order
Thinking Skills

Evaluation
Synthesis

Lower-order
Thinking Skills

Analysis
Application
Comprehension
Knowledge

Revised Bloom Taxonomy

revisions were published in 2001

he taxonomy on the right is the more recent adaptation and

is the redefined work of Bloom in 2000-01.

That one revised is labeledAnderson and Krathwohl.

This group was assembled by Lorin Anderson and David

Krathwohl and included people with expertise in the areas
of cognitive psychology, curriculum and instruction, and
educational testing, measurement, and assessment.

The new adaptation also took into consideration many of

Blooms own concerns and criticisms of his original
taxonomy.
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ORIGINAL TAXONOMY (1956) ---> REVISED TAXONOMY

(2001)
High
Order
Thinking
Skills
Low
Order
Thinking
Skills

Knowledge

Comprehension

Analysis

Application

Synthesis

Remember (I know)
Understand (I comprehend)
Apply (I can use it)
Analyze (I can be logical)
Evaluate (I can judge)
Olazo || (https://www.facebook.com/ja.maica.393
I can plan)
Jamaica C. Create
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Blooms Revised Taxonomy

REMEMBERING

- Recall previous learned information.

Recalling relevant knowledge from long term memory.

Rote learning or memorization.

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RE
ME
M
BE
RI
N
G

Blooms Revised Taxonomy

UNDERSTANDING

- Comprehending the meaning, translation, interpolation, and

interpretation of instructions and problems. State a problem in one's
own words.
- Construct meaning and explain.

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UN
DE
RS
TA
N
DI
N
G

Blooms Revised Taxonomy

APPLYING

- Use a concept in a new situation or unprompted use of abstraction.

- applies what was learned in the classroom into novel situations.
- abstract ideas into practical
situations

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AP
PL
YI
N
G

Blooms Revised Taxonomy

ANALYZING

- Breaking the concept into parts and understand how each part is
related to one another.
- Illustrate relationships to
one another.

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AN
AL
YZ
IN
G

Blooms Revised Taxonomy

EVALUATING

- Making judgments based on a set of guidelines and the value of

ideas or materials.

Judge, criticize and assess information using what you know to

make
decisions and support your views.

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EV
AL
UA
TI
N
G

Blooms Revised Taxonomy

CREATING

- Builds a structure or pattern from diverse elements. Put parts

together to form a whole, with emphasis on creating a new meaning or
structure.

Putting information together in an innovative way.

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C
RE
AT
IN
G

16

Design in Pyramid Form

To show the hierarchy of evaluation on thinking skills

The higher order in pyramid the higher thinking skills need to

solve the problem

The taxonomy ranks the cognitive skills on a continuum from

lower-order thinking to higher-order thinking

The taxonomy is often depicted by a pyramid that shows the

hierarchy of cognitive skills

When students perform the skills on the far below, they are
demonstrating lower-order thinking

The skills on the far right demonstrate higher-order thinking

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National Education Blueprint

and Bloom Taxonomy

Within Malaysia, the steady increasing influence of thinking

skills in our education system is eminent. To enhance effective
teaching of HOT

Ministry of Education (MOE) implemented a stretch of

structural reforms through the Integrated Curriculum for
Secondary Schools (KBSM) which introduced critical thinking
skills, in 1988

Vision 2020 in 1991, the Critical and Creative Thinking Skills

(KBKK) in 1996, and the concept of smart school in 1997,

Then in 2012, the Malaysian MOE released the Preliminary

Report of the Malaysia Education Blueprint 2013-2025 that so
evidently emphasized HOT in three core aspects of education:
The written curriculum, the taught curriculum, and the
examined curriculum (assessment).
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In line with the bold Malaysia Education Blueprint 20132025 launched back in September 2012, the plan aimed
to revamp and push the education system to produce
innovative students, capable of high-level thinking, who
are able to meet the future needs.

One significant change required to attain the outcome

of thinking and innovative students is the shift to impart
High Order Thinking Skills (HOTS)

HOTS refer to the ability to analyze situations critically,

evaluate the possibilities structurally and create the
appropriate solutions systematically

It is beyond the ability to remember, understand and

apply which are known as Low Order Thinking Skills
(LOTS)

The HOTS and LOTS concept was devised by Benjamin

Bloom who chaired an educator committee around 1956
in an effort to classify Educational Goals

It is referred to as Bloom Taxonomy with the aim to

motivate educators to create a holistic learning
approach

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The Implementation

MOE Bahagian Pembangunan Korikulum (BPK), or

Curriculum Development Section, teamed up with
Malaysia TRIZ Innovation Association (MyTRIZ) and
Education for a New Era (ENE) to showcase the HOTSTRIZ-Open Problems at the Teachers Day exhibition. A
special Jeopardy-like Quiz was developed to
demonstrate the High Order Thinking Skills leveraging
on the TRIZ-Open Problems methodology via an
interactive learning platform.

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The Implementation

assessment used simulated real-life problems such as

using an unfamiliar vending machine, or operating a
malfunctioning electronic device. It was structured
with 6 different levels of complexity to measure the
students reasoning skills, their ability to regulate
problem solving processes and their willingness to use
intuition to initiate the solutions.

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References

Yee, M. H., Md Yunos, J., Othman, W., Hassan, R., Tee,

T. K., & Mohamad, M. M. (2012). The needs analysis of
learning higher order thinking skills for generating
ideas. Paper presented at the UKM Teaching and
Learning Congress 2011. Retrieved from http://ac.elscdn.com/S1877042812037135/1-s2.0S1877042812037135- main.pdf?_tid=65f58d48-ae4a11e3-838a00000aab0f26&acdnat=1395112211_a1e428dbe7067ae97
d9de922c06bad68

http://mytriz.com.my/pages/view/section/news/perm
alink/20140630045941-teacher-catalyst-of-creativitygenerator-of-innovation
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