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Blooms Taxonomy/Instructional

Objectives/Self-Evaluation

Priscilla Wu
Feb 14, 2017

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Introduction of Blooms
Taxonomy
A framework to describe educational objectives
Published in 1956 by Benjamin Blooms and others
Initially the framework addresses six areas from
simple to complex:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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Introduction of Revised
Blooms Taxonomy
Published in 2001 by Blooms former student Lorin
Anderson and others
Generally accepted as a better tool for alignment
between standards and educational goals/objectives
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

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Instructional Objective -
Remembering
Retrieve, recall and recognize new
knowledge
Example: Without written aids, students
are able to identify time to five minute
interval with >90% accuracy

4
Instructional Objective -
Understanding
Construct meaning from oral, written,
and graphic messages through
interpreting, exemplifying, classifying,
summarizing, comparing and explaining
Example: Without writing on paper,
students are able to compare and order
the whole numbers 0-100 with >90%
accuracy

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Instructional Objective -
Applying
Carry out or use a procedure through
executing or implementing
Example: Without helps, use symbolic
representations of the commutative
property of addition (e.g., 2 + 3 = + 2)
for calculations, with the accuracy of
>90%.

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Instructional Objective -
Analyzing
Break material into constituent parts,
determine how the parts relate to one
another and to an overall structure or
purpose through differentiating,
organizing and attributing
Example: Use objects, drawings, words,
and symbols to explain the relationship
between addition and subtraction (e.g., if
2 + 3 = 5 then 5 3 = 2).

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Instructional Objective -
Evaluating
Make judgment based on criteria or
standard through checking and critiquing
Example: Without counting, estimate the
results of two-digit whole number sums
and differences and check the
reasonableness of such results and the
accuracy is >90%

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Instructional Objective -
Creating
Put element together to form a coherent
or functional whole, reorganize elements
into new pattern or structure through
generating, planning and producing
Example: given the shape name, students
are able to create a two dimension shape

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Informational Objective

Informational Objective specifies only the

student performance and the product
while Instructional Objective contains
four elements: performance, product,
conditions and criteria
Example: students are able to use feet
and yards to measure length

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Effective Teaching Skills-Self
Evaluation Reflection
Quality Planning and Preparation is the most important
skill category a teacher must be good at to ensure
effective and efficient teaching and learning.
Planning is the prerequisite of successful instruction,
effective classroom environment, and professional
behavior
Teacher planning has a significant influence on creating
opportunities for students to learn with understanding,
covering the content, managing transition from one
activity to another, and providing the general focus of
classroom processes (Clark and Yinger 1987)
Part of the planning is to design student evaluation,
which enable both teachers and students to have end in
mind for all the activities following. 11
References

Moore, K. D. (2015).Effective Instructional

Strategies(4th ed.).

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