Blooms Taxonomy of Educational Objectives

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					Bloom’s Taxonomy of
Educational Objectives

   Instructor: Glenda H. Easter
           ITSW 1410
   Presentation Media Software
      Writing Objectives and
• In writing objectives and assessments, it is
  important to consider different levels of
  – For example, in teaching a lesson on topic
    sentences in reading, you might have students
    first repeat a definition of “topic sentence,” then
    identify the topic sentences in paragraphs, and
    finally write their own sentences for original
                     Bloom's Taxonomy                 2
  Writing Objectives and
  Assessments (Continued)
– Each of these activities demonstrates a
  different kind of understanding of the concept
  “topic sentence,” and we could not consider this
  concept adequately taught if students could do
  only one of these activities.

                  Bloom's Taxonomy               3
     Background on Bloom’s

• In 1956 Benjamin Bloom and some fellow
  researchers published a taxonomy of
  educational objectives that has been
  extremely influential in the research and
  practice of education ever since.

                  Bloom's Taxonomy            4
     Background on Bloom’s
     Taxonomy (Continued)
• A taxonomy is a system of classification.
  Bloom and his colleagues categorized
  objectives from simple to complex, or from
  factual to conceptual.
• These key elements are commonly known
  as Bloom’s taxonomy.

                  Bloom's Taxonomy             5
 The Key Elements of Bloom’s
• Knowledge (recalling information):
  – This is the lowest level of objectives in
    Bloom’s hierarchy, knowledge refers to such
    objectives as memorizing math facts or
    formulas, scientific principles, or verb

                   Bloom's Taxonomy               6
 The Key Elements of Bloom’s
   Taxonomy (Continued)
• Comprehension (translating, interpreting,
  or extrapolating information):
  – Comprehension is showing that you have an
    understanding of the information, as well as
    the ability to use it.
  – Examples are interpreting the meaning of a
    diagram, graph, or parable, inferring the
    principle underlying a science experience, and
    predicting what might happen next in a story.

                    Bloom's Taxonomy                 7
 The Key Elements of Bloom’s
   Taxonomy (Continued)
• Application (using principles or
  abstractions to solve novel or real-life
  – Application objectives require students to use
    or apply the knowledge or principles to solve
    practical problems.

                    Bloom's Taxonomy                 8
 The Key Elements of Bloom’s
   Taxonomy (Continued)
• Application (using principles or
  abstractions to solve novel or real-life
  problems): (Continued)
  – Examples include using geometric principles
    and knowledge to figure out how many gallons
    of water to put into a swimming pool of given
    dimensions, and using knowledge of the
    relationship between temperature and pressure
    to explain why a balloon is larger on a hot day
    than on a cold day.
                    Bloom's Taxonomy                  9
 The Key Elements of Bloom’s
   Taxonomy (Continued)
• Analysis (breaking down complex
  information or ideas into simpler parts to
  understand how the parts relate or are
  – Analysis objectives involve having students see
    the underlying structure of complex
    information or ideas.

                    Bloom's Taxonomy              10
 The Key Elements of Bloom’s
   Taxonomy (Continued)
• Analysis (Continued):
  – Analysis objectives might be contrasting
    schooling in Western societies with informal
    education in primitive societies, understanding
    how the functions of the carburetor and
    distributor are related in an automobile engine,
    or identifying the main idea of a short story.

                     Bloom's Taxonomy                  11
 The Key Elements of Bloom’s
   Taxonomy (Continued)
• Synthesis (creation of something that did
  not exist before):
  – Synthesis objectives involve using skills to
    create completely new products. This is the
    creation of a new idea or higher learning.

                    Bloom's Taxonomy               12
 The Key Elements of Bloom’s
   Taxonomy (Continued)
• Synthesis (Continued):
  – Examples would include writing a composition,
    deriving a mathematical rule, designing a
    science experience to solve a problem, and
    making up a new sentence in a foreign

                   Bloom's Taxonomy             13
 The Key Elements of Bloom’s
   Taxonomy (Continued)
• Evaluation (judging something against a
  given standard):
  – Determining pros and cons about a particular
  – Evaluation objectives require making a value
    judgments against some criterion or standard.
  – For example, students might be asked to
    compare the strengths and weaknesses of two
    home computers in terms of flexibility, power
    and available software.
                    Bloom's Taxonomy                14

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