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Bloom's Taxonomy Presentation

Bloom's Revised Taxonomy is a framework developed by Benjamin Bloom in 1956 that categorizes educational objectives into levels of cognitive processes, which were updated in 2001 to focus on verbs rather than nouns. It provides educators with a structured approach to setting clear, measurable goals for student learning and informs assessment strategies, including formative and summative assessments. The document also outlines the importance of educational objectives and the criteria for effective assessment.

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17 views21 pages

Bloom's Taxonomy Presentation

Bloom's Revised Taxonomy is a framework developed by Benjamin Bloom in 1956 that categorizes educational objectives into levels of cognitive processes, which were updated in 2001 to focus on verbs rather than nouns. It provides educators with a structured approach to setting clear, measurable goals for student learning and informs assessment strategies, including formative and summative assessments. The document also outlines the importance of educational objectives and the criteria for effective assessment.

Uploaded by

misscarlpt
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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BLOOM’S

REVISED
TAXONOMY OF
OBJECTIVES
EDUCATIONAL OBJECTIVES, BASIC
CONCEPTS IN ASSESSMENT, TYPES OF
ASSESSMENT
Presented by: Carissa Mae S.
Cuesta, LPT
LET'S BEGIN...
What is Bloom's Taxonomy?
In 1956, Benjamin Bloom,
along with fellow
contributors, developed and
published a framework of
educational goals that has
since been used by teachers
and college instructors in the
Key Revision in 2001:
The cognitive process dimensions were changed from
"Remember").
K-12
nouns toeducation system
verbs (e.g., "Knowledge" to

worldwide.
A focus on a more dynamic, flexible framework for learning.
LET'S ASK...
Why Use Bloom's Taxonomy?

Bloom’s Taxonomy is often


referenced because it guides
educators with the approaches to
identifying what goals students of
varying levels can achieve and
how to create plans to meet them.
BLOOM'S What are
TAXONOMY the levels
again?
C.2001
Let's take a closer look
at what each level
brings to the classroom.
LEVEL 1 - REMEMBER
At this level students are expected to
show that they remember previous
knowledge gained.

Teachers may begin asking questions by


using actionable words such as: tell, list,
define, describe, match, identify, state.
LEVEL 2 - UNDERSTAND
At this level students are capable of
showing that they have understood the
idea of the activity or problem, by
being able to restate the activity or
problem in their own words.
Teachers may ask questions that begin
with: explain, give an example, defend,
infer, predict, rewrite, summarize.
LEVEL 3 - APPLY
At this level students are ready to
apply the new knowledge gained
through words or actions.

Teachers may ask questions that begin with:


apply, demonstrate, show, prepare, produce,
relate, solve.
LEVEL 4 - ANALYZE
At this level students are ready
to ask why or how this
information is relevant to
themselves and society in
general.
Teachers may ask questions that begin
with: analyze, compare, contrast,
identify, illustrate, outline.
LEVEL 5 - EVALUATE
At this level students are ready
to form their own judgements on
new knowledge gained and how
they may relate the knowledge
to their benefit both inside and
outside the classroom.
Teachers may ask questions that begin
with: evaluate, conclude, justify, relates,
summarize, support
LEVEL 6 - CREATE
At this level students are ready to
use their critical thinking skills to
create ways to show how they
have benefited from new
knowledge gained.
Teachers may ask questions that begin
with: create, devise, design, generates,
modify, organize, plan, rearrange,
reconstruct, reorganize.
WHY ARE
EDUCATIONAL EDUCATIONAL
OBJECTIVES OBJECTIVES
IMPORTANT?
Clear, measurable goals
that outline what Guide curriculum
students should know design.
or be able to do after a Help with lesson
lesson, unit, or course. planning.
Facilitate assessment
and evaluation.
SMART CRITERIA FOR
OBJECTIVES:
Specific: Clear and precise.
Measurable: Can be
assessed.
Achievable: Realistic goals.
Relevant: Directly related to
learning outcomes.
Time-Bound: Achieved within
a set time frame.
What is
Assessme
nt?

BASIC CONCEPTS
IN ASSESSMENT
KEY CONCEPTS OF ASSESSMENTS
Validity: Does the assessment measure
what it is intended to measure?
Reliability: Is the assessment consistent
and stable over time?
Fairness: Does the assessment provide
equal opportunity for all students to
succeed?
Formative Assessment: Ongoing
assessment that informs instruction
during the learning process.
Summative Assessment: Assessment at
the end of an instructional period to
evaluate overall learning.
TYPES OF
ASSESSMEN
T
FORMATIVE ASSESSMENT
• Assessments conducted during the
learning process to monitor student
progress.
• Provides feedback to improve
learning and adjust teaching
methods.

Quizzes, discussions, peer reviews,


assignments.
SUMMATIVE ASSESSMENT
• Assessments that evaluate the
learning outcomes at the end of an
instructional period.
• To determine if students have
achieved the intended learning
objectives.

Final exams, end-of-term projects,


standardized tests.
DIAGNOSTIC ASSESSMENT
• Pre-assessment used before
instruction to understand
students’ prior knowledge and
skills.
• To identify areas of difficulty
or gaps in learning.

Pre-tests, surveys.
DYNAMIC ASSESSMENT
• Focuses on assessing a
student's potential for future
learning, rather than current
performance.
• Identifies areas where
students may need additional
support.
Observations, interviews.
ALIGNING BLOOM’S TAXONOMY WITH
ASSESSMENT TYPES

Remember: Use a multiple-choice test (Summative).


Understand: Use discussions or presentations (Formative).
Apply: Use case studies or simulations (Dynamic).
Analyze: Use essays or problem-solving tasks
(Summative/Formative).
Evaluate: Use debates or critiques
(Formative/Summative).
Create: Use projects or portfolios (Summative).
THANK YOU

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