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Using The Revised Blooms Taxonomy 2022

1. Remembering/Understanding: Who were the characters in the story of Goldilocks and the Three Bears? 2. Applying/Analyzing: How might the story have ended differently if Goldilocks had asked permission before entering the bears' home and sampling their porridge, chairs, and beds? 3. Evaluating/Creating: Imagine you are one of the bears. Write a diary entry describing how you feel after discovering that Goldilocks had been in your home without permission and give your opinion on what the appropriate consequences for her actions should be.

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Rodelie Egbus
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142 views29 pages

Using The Revised Blooms Taxonomy 2022

1. Remembering/Understanding: Who were the characters in the story of Goldilocks and the Three Bears? 2. Applying/Analyzing: How might the story have ended differently if Goldilocks had asked permission before entering the bears' home and sampling their porridge, chairs, and beds? 3. Evaluating/Creating: Imagine you are one of the bears. Write a diary entry describing how you feel after discovering that Goldilocks had been in your home without permission and give your opinion on what the appropriate consequences for her actions should be.

Uploaded by

Rodelie Egbus
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Using the Revised

Bloom’s Taxonomy
in Constructing a
Test
FACILITATOR: ROWELL C. VILLARUBIA
Act. 1
Directions:
1. Present the revised bloom’s taxonomy and
include some of the common verbs (at least 5)
associated in each of the levels using a graphic
organizer.
2. In one minute, present your output.
PRESENTATION OF
OUTPUTS
Test Construction Prerequisites

1. Knowledge on Bloom’s Taxonomy

2. Knowledge on Table of Specifications (TOS)


The Six Levels of
Questioning
1. Knowledge – remembering/ recalling
2. Comprehension – understanding
3. Application – applying
4. Analysis – analyzing
5. Synthesis – creating
6. Evaluation – evaluating

(Note: In revised Bloom’s Taxonomy (1956) by Lorry Andersen


(2001), creating is the highest level)
Revised Bloom’s taxonomy
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
PRESENTATION
OF OUTPUTS
1. Start with recall and knowledge level
questions.
Note details – Identify the events of a story
1. Who is Jose Rizal?
2. Who were Rizal’s parents?
3. What were the novels written by Rizal?
2. Vary the degrees of
comprehension level questions.
1. What makes Kiaw different from other birds?
2. What happens when Kiaw is given away by its
master?
3. What is the climax of the story?
3. Formulate questions that include application of
learned principles/information in a new situation.
1. Pumunta ka sa bahay ng iyong kaklase. Nakita mong
sarado ang pinto. Ano ang gagawin mo?
2. Binigyan ka ng lapis ng iyong kaklase. Ano ang
sasabihin mo?
3. A swimming pool is 10 m long, 4m wide and 2 m
deep. How much water can it hold?
4. Break the whole into parts by asking
analysis questions.

1. How did the mother feel when the emperor sent


father to Tokyo?
2. How would the story turn out if she apologized when
he shouted at her?
3. When you add 26 and _______, then subtract 8 from
the sum, the answer is 43.
5. Include framing evaluative questions.
(LMS: Evaluate ideas and make judgments.)
1. What advertisements are appealing?
2. Which ad probably tells the truth?
3. News are spreading fast especially with the presence
of multimedia. We should therefore think critically in
identifying helpful information out from the fake news.
Which of the following do you think is a fake news?
6. Put together the parts to form a whole
by asking synthesis questions.
(CREATING)

1. Give the appropriate ending.


2. What would be the ending of the story if some
episodes were changed?
3. Write a composition about your Christmas vacation.
Revised Blooms Taxonomy Creating

Evaluating Formulate,
compose,
Analyzing Appraise, produce,
decide, categorize,
Applying Relate, combine,
justify,
Understanding distinguish, conclude, create,
Use, employ, differentiate, criticize, devise,
Remembering give illustrate, design,
describe,
Summarize, examples, separates, defend generate,
define, paraphrase, changes, subdivides organize,
describe, rephrase, demonstrate, rearrange,
identify, convert, modify, reconstruct,
label, estimate, predict, reorganize,
enumerate, explain, show, revise
match, generalize, problem
outline, paraphrase, solving
select, state, infer, rewrite,
name, compute
reproduce
Act. 2
Directions:
Each group will choose 2 verbs under
each domain and use each verb as a
stem in constructing a question.
Present your output.
Identify the cognitive skill
(Passage provided)
1. Which one of the following unstated assumptions is
this teacher making?
a. Students go to school to learn.
b. Teachers use essay tests primarily.
c. Tests make no contribution to learning.
d. Tests do not indicate a student’s absolute level of
learning.

Analyzing: Recognizing unstated assumption


Identify the cognitive skill
2. Read the paragraph then decide which word needs to
be changed.
a. The word “acceptance” should be replaced by
“rejection.”
b. The word “often” should be replaced by “only.”
c. The word “speculative” should be replaced by
hypothetical.”
d. The word “criterion” should be replaced by
“measure.”
Analysis: Analyze whether a word fits with the accepted definition of pragmatism
Identify the cognitive skill
3. Which one of the following memory systems
does a piano-tuner mainly use in his occupation?
a. Echoic memory
b. Short-term memory
c. Long-term memory
d. Mono-auditory memory

Applying
Identify the cognitive skill
4.In the area of physical science, which one of the following
definitions describes the term “polarization”?
a. The separation of electric charges by friction.
b. The ionization of atoms by high temperatures.
c. The interference of sound waves in a closed chamber.
d. The excitation of electrons by high frequency light.
e. The vibration of transverse waves in a single plane.

Understanding: Describing concepts


Identify the cognitive skill
5. Which one of the following learning outcomes is properly stated in terms of
student performance?
a. Develops an appreciation of the importance of testing.
b. Learns how to write good test questions.
c. Realizes the importance of validity.

applying
Identify the cognitive skill
6. The statement that “test reliability is a necessary but not sufficient
condition of test validity” means that:
a. a reliable test will have a certain degree of validity.
b. a valid test will have a certain degree of reliability.
c. a reliable test may be completely invalid and a valid test completely
unreliable.

Understanding (explaining)
Identify the cognitive skill
7. Which of the following is an example of a criterion-referenced
interpretation?
a. Derik earned the highest score in science.
b. Erik completed his experiment faster than his classmates.
c. Edna’s test score was higher than 50 percent of the class.
d. Tricia set up her laboratory equipment in five minutes.

Understanding
Act. 3. Identify the Cognitive Domain
1. What was the name of the organization represented by our speaker?
2. How are the styles of the two artists similar?
3. Which of the poems do you think is the most interesting?
4. What other tools could you use to accomplish the same task?
5. What country lies between China and India?
6. Using what you have learned about silent letters, circle all the words
in the one-page story that use silent letters.
7. Could you explain how these two types of redwood needles differ?
8. With the key words provided, compose an eight line poem.
CHECKING OF ANSWERS
Activity 4.
1. Write 3 questions about the story of goldilocks
and the three bears following the revised blooms
taxonomy.
Question 1. Remembering/Understanding
Question 2. Applying/Analyzing
Question 3. Evaluating/Creating
2. Present your answers.
PRESENTATION OF
OUTPUTS

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