Sed Sci 325

TECHNOLOGY FOR TEACHING

AND LEARNING 2
PRESENTEJD BY:
LESLIE ANNE J. ACIERTO
BENJAMIN S. BLOOM
BLOOM’S TAXONOMY REVISED – BLOOM’S TAXONOMY
LEARNING OUTCOMES:
At the end of the lesson, students will be able to :
➢ Understand the old (background) , original and the
revised taxonomies.
➢ Differentiate the old taxonomy from revised
taxonomy.
➢ Explain the four categories of knowledge.
Review of the revised
Bloom’s taxonomy of
objectives
 WHAT IS TAXONOMY ?
A hierarchical model that describes
classification and sequencing
procedures.
“classification or way to group things
together”
 The Old The Original The Revised The four
Taxonomy Bloom’s Taxonomy categories of
Taxonomy knowledge

1 2 3 4
Bloom’s Taxonomy – is a classification of
learning objectives within education.
It is a named after Benjamin Bloom.

He was the Associate Director of

the Board of Examination in the
University of Chicago. They a way
of classifying questions shared
by faculty members to form a
test bank.

For six years , from 1948 to

1956 he led a group of experts
to come up with framework to
Benjamin S. Bloom classify objectives.
OLD TAXONOMY
In 1956, The Taxonomy of Education Objectives: The
Classification of Education Goals Handbook I . Cognitive
Domain was established.

Initially the purpose was simply to have a framework to

classify test questions that faculty members shared.
Eventually , it become so relevant and useful in education.

Since, then it has been used in planning the curriculum ,

planning learning activities and assessment.

In 1964 , Bloom and his colleagues published Handbook II ,

The Affective Domain.

Eventually , other experts published taxonomy for the

psychomotor domain in 1966, 1970 and 1972.
 ORIGINAL BLOOM’S TAXONOMY
Bloom’s Taxonomy was a model that described the different
levels of learning outcomes that target what skills and
competencies the teachers aim to develop in the learners.

Simple to more “Higher –

complex levels of order thinking
thinking skill” (HOTS)
 Knowledge
Facts , stating memorized rules,
principles or definitions include
memorizing , recognizing or recalling
factual information . Use: list , identify ,
recite and define .
Comprehension
Understanding concepts , rules and principles
Organizing , describing and interpreting concepts
Use: describe,interpret, explain , illustrate ,
summarize.

Application
Using the concept and principles in real life
situation
Use ; apply , classify , demonstrate , discover ,
predict, show , solve and compare
 Analysis
Concepts rules and. principles are broken down into
parts
Use: analyze, ascertain , diagram, differentiate ,
discriminate, examine , determine , classify ,
investigate, construct and contrast.
Synthesis
Students put together elements of what had been
learned in a new way .
They come up with a holistic , complete , more
intergraded , or even a new view or perspective of
what was learned .

Evaluation
Evaluation
Students can now access or judge, based on a set of standards,
on what they have learned. Expected to make thoughtful value
decisions with reference to knowledge , develop personal
opinions , judgment and decisions.
Use: assess, critique , judge, contrast , evaluate, recommend
 Revised Bloom’s Taxonomy
After 45 years since the publication of Bloom’s taxonomy ,
Lorin Anderson and David Krathwohl led a new group of experts
(group of cognitive psychologist ) update the taxonomy.

COGNITIVE DOMAIN KNOWLEDGE DIMENSION

Includes the hierarchical or ordered
levels of thinking . It represents a
continuum of increasing cognitive
complexity – from remember to
create .

Includes four knowledge categories :

factual , conceptual ,procedural and
metacognitive. The knowledge ranges
from concrete (factual) to abstract
(metacognitive).
 Bloom’s Taxonomy Cognitive Domain

Old Taxonomy Revised Taxonomy

(one ( two dimension )
dimension)

Cognitive Knowledge
dimension Dimension
 THE REVISED TAXONOMY WITH TWO DIMENSION OF THE
COGNITIVE DOMAIN (Krathwohl 2002 )

Analysis – breaking materials into its

Remember – retrieving relevant
constituents parts and detecting how the parts
knowledge from long term memory.
relate to one another and to an overall
(Recognizing, recalling ).
structure or purpose. (differentiating ,
organizing , attributing ).
Understand – determining the meaning
of instructional messages , including oral,
Evaluate – making judgements
written and graphic communication.
based on criteria and standards(
(Interpreting , classifying ,summarizing ,
checking, critiquing).
explaining , comparing.)

Apply – carrying out or using a Create – putting elements together to form

procedure in a given situation a novel, coherent , whole or make an
original products ( generating , planning ,
(Executing, Implementing).
producing).
 THE FOUR CATEGORIES OF KNOWLEDGE

This refers to essential facts

terminology details or elements ,
FACTUAL student must know or be familiar
KNOWLEDGE
with in order to understand a
discipline or solve a problem .
The basic elements that students
must know.
This refers to interrelationship of facts put
together within a larger structure that enable
them to function together , knowledge of
classifications and categories such as species
of animals different kinds of arguments
geological era knowledge principles and
generalizations .
Knowing what you know this is thinking
about own thinking in a poor possible
way it is awareness and knowledge of
one’s own cognition . A reflective
knowledge about how to go about
solving problems and cognitive tasks it
is include contextual and conditional
knowledge and knowledge of self.
This is knowing how to do
something refers to information or
knowledge that helps students to
do something .
 Differences between the Old and the Revised Taxonomies
Level of categories of thinking in the old taxonomy where nouns , while in the revised taxonomy
they are verbs . The use of actions words was done to highlight that thinking is an active process.

The reversed taxonomy remains to be in hierarchical level of increasingly complexity, it is

intended to be more flexible , allowing the categories to overlap. For example some action word in
understand level, like explain may appear to be more complex than the action word, show in the
apply level.

The knowledge level was change to remember.

The comprehension level was change to understand.

Synthesis was change to create and was placed as the highest level.

The cognitive domain now includes two dimensions: the cognitive dimension and knowledge
dimension . The knowledge dimension of revised taxonomy was based on the subcategories of
knowledge in the old taxonomy .
 USES OF REVISED TAXONOMY
The Revised Taxonomy provide a framework that help educators
in the following ways :

It provides educators with a common set of term and levels about

learning outcomes that help planning across subject matter in
grade levels.

It helps the dropping of learning standards across levels.

It serves as guide in evaluating the school’s curriculum objectives,

activities and assessment.

It guides the teachers in formulating learning outcomes that top

higher order thinking levels.
 ALIGNMENT OF COMPETENCIES , OUTCOMES AND ASSESSMENT WITH
TEACHING AND LEARNING ACTIVITIES FOR SCIENCE
Learning outcomes represent one of the essential building blocks for transparency within higher
education systems and qualifications” Bologna Working Group, p.18 (December 2004)

❑ Learning outcomes are statements of what a student should know, understand and/or be able
to demonstrate after completion of a process of learning
❑ Learning outcomes must not simply be a “wish list” of what a student is capable of doing on
completion of the learning activity.

Bloom (1956) proposed that knowing is composed of six successive levels arranged in a
hierarchy.
➢ Evaluation
➢ Synthesis
➢ Analysis
➢ Application
➢ Comprehension
➢ Knowledge
From the definition of Learning Outcome we see:
• Emphasis on the learner.
• Emphasis on the learner’s ability to do something.
Important to ensure that there is alignment between teaching methods, learning
outcomes and assessment criteria.
• Clear expectations on the part of students of what is required of them are a vitally
important part of students’ effective learning (Ramsden, 2003)
• This correlation between teaching, learning outcomes and assessment helps to
make the overall learning experience more transparent and meaningful for students.
It is important that the assessment tasks mirror the Learning Outcomes
since, as far as the students are concerned, the assessment is the
curriculum: “From our students’ point of view, assessment always
defined the actual curriculum” (Ramsden, 1992). Biggs (2003)
represents this graphically as follows:
“To the teacher, assessment is at the end of the teaching-learning sequence
of events, but to the student it is at the beginning. If the curriculum is
reflected in the assessment, as indicated by the downward arrow, the
teaching activities of the teacher and the learner activities of the learner are
both directed towards the same goal. In preparing for the assessment,
students will be learning the curriculum” (Biggs 2003)

“Assessment is something that follows learning, so there is no need to

consider its function as a means of helping students to learn through
diagnosing their errors and misconceptions and reinforcing their correct
understanding”.
Common assessment techniques in Higher Education

➢ Paper/thesis ➢ Clinical
➢ Project evaluation
➢ Product development ➢ Oral exam
➢ Performance ➢ Interview
➢ Exhibition ➢ Research
➢ Case study. assignment
➢ Portfolio
➢ Others??
 A good balance of learning outcomes
Typical learning outcomes in higher education
• Knowledge, comprehension, application, analysis, synthesis,
evaluation, etc. (Bloom)
• Problem solving
• Working alone and in teams; personal and interpersonal skills
• Communications; “information literacy”. The teacher no longer
has command of all the information. The old transmission model of
teaching based on certainty – encourage students to use
information technology creatively and imaginatively.
Linking Learning Outcomes, Teaching and Learning
Activities and Assessment
 Steps involved in linking Learning Outcomes, Teaching and
Learning Activities and Assessment
1. Clearly define the learning
outcomes.
2. Select teaching and learning
methods that are likely to
ensure that the learning
outcomes are achieved.
3. Choose a technique or
techniques to assess the
achievement of the learning
outcomes.
4. Assess the learning outcomes
and check to see how well
they match with what was
intended