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Bloom’s Taxonomy

Dipankar Bose
NITTTR ,Kolkata
L1

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Outcome Based Education (OBE)

In 21st century the need of the hour is enhancing

the learning capabilities of the learners

Learning outcome indicates a learner’s

knowledge, understanding and capable of doing
after the completion of a course or program.

Outcome Based Education (OBE) focused on

outcomes that are measurable.

It includes knowledge, skill, and competence that

a learner should gain on successful completion of
a module of learning.
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Outcome Based Education (OBE)

Outcome of the assimilation of information

obtained during learning is known as knowledge.

Skill can apply knowledge and use know to

complete tasks or solve problems .

Use of knowledge and skills at work or study

situations for professional/personal development is
known as competence.

These attributes must have been acquired by the

learner on successful completion of the course.
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Outcome Based Education (OBE)
Outcome based education is an innovative
teaching and learning methodology continuously
focusing on the improvement of learning
outcomes.

Knowledge, skill, and competence learning

outcomes are required to achieve during the
process of learning.

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 Outcome Based Education (OBE)
This programme represents an insight to
formulate the question papers as per Bloom's
Taxonomy level.

An application of the theoretical framework

for the integration of question paper setting
through achievable outcome will be learnt.

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Outcome Based Education (OBE)
In OBE measurement of learning outcomes is
adopted from American Accreditation Board of
Engineering and Technology (ABET).

Various teaching methodologies are adopted to

improve the deep learning of the students .

Mostly summative examinations are conducted for

year/semester end.

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 Outcome Based Education (OBE)
Summative examination does not give scope for
improvements for the students in their process
learning .
On the other hand, Assessment For Learning (AFL)
is a form of assessment which does not give grade or
score but targets to identify the strengths,
weaknesses and needs of student to improve
learning.
As a result, students are better prepared for
summative assessment.

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Outcome Based Education (OBE)
In Outcome Based Education learning outcome
means a learner is expected to know, understand
and able to do by successful completion of the
course or program.
Programme Learning Outcomes or Programme
Outcome (PO) refers to the attribute students can do
or exhibit once their course of studies is completed
successfully .
Thus, learning happens at different stages.
Program learning outcomes indicate areas of
learning expected at the end of a program.

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Why Bloom’s Taxonomy?

To measure learning effectively the alignment

of program outcomes, course outcomes with
Bloom’s Taxonomy is very much required.

Students achieving the intended learning

outcomes are investigated through
measurement of course outcome attainment

The framework and model of this programme

is to target on the uniform, systematic
distribution of marks in the question paper for
different levels of learning.
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 Bloom’s Taxonomy
One of the most influential individuals in the
field of educational objectives is certainly
Benjamin Bloom, whose highly respected
taxonomy was published in 1965.

According to Bloom, learning objectives can be

classified into three specific domains: affective;
cognitive; and psychomotor.

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 Revised Bloom’s Taxonomy
A group of cognitive psychologists,
curriculum theorists and instructional
researchers, and testing and assessment
specialists published in 2001 a revision of
Bloom’s Taxonomy with the title A Taxonomy
for Teaching, Learning, and Assessment.
This title draws attention away from the
somewhat static notion of “educational
objectives” (in Bloom’s original title) and
points to a more dynamic conception of
classification. 11
Domains of Learning
Cognitive domain – it involves outcomes
involving intellectual capabilities
(knowing)
Affective domain – it involves exhibiting
behavior of attitudes, feelings, interests,
appreciation, values and concerns for
others (feeling)
Psychomotor domain – it involves
neuromuscular coordination performing
physical skills (doing)

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Categories of Cognitive Domain

➢ Knowledge
➢ Comprehension
➢ Application
➢ Analysis
➢ Synthesis
➢ Evaluation

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Knowledge – Remembering of previously learned
material. It may be
recall of a wide range of material, from specific
facts to complete theories.
Examples:
•Define a machine tool
•Label the different parts of an IC Engine
•List the common non-ferrous alloys
•Describe the construction of a centrifugal pump
•Identify the different parts of an air compressor
•State the Newton’s laws of motion
Comprehension –Ability to grasp the meaning of
material. It may be translating material from one
from to another (words to numbers), interpreting
material (explaining or summarizing), estimating
future trends (predicting consequences or effects).
Examples:
• Distinguish between SI engine and CI engine
• Convert the code from Fortran to Pascal
• Explain the mechanism in EDM process
• Translate the passage from Russian in to English
Application – Ability to use learned materials in new
and concrete situation. It may be application of rules,
methods, concepts, principles, laws and theories.
Student can solve a new problem without prompting .
Examples:
➢ Compute the maximum stress in a beam under given
loading
➢ Prove that the efficiency of Diesel cycle is less than
that of Carnot cycle
➢ Modify the given formula to fit the given data

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Analysis – Ability to break down material into its
component parts, so that it organizational structure may
be understood. This may include the identification of the
parts, analysis of the relationships between parts,
recognition of the organizational principles involved..

Examples:
➢ Recognizes installed assumptions
➢ Recognizes logical fallacies in reasoning
➢ Distinguishes between facts and inferences
➢ Evaluates the relevancy of data
➢ Analyzes the organisational structure of work (art,
music, writings)
Evaluation – Ability to judge the value of material
(statement, novel, poem, research report) for a given
purpose. The judgments are to be based on definite
criteria. These may be internal criteria (organization) or
external criteria (relevance to the purpose), and the
students may determine the criteria or be given them.
Examples:
➢ Judge the logical consistency of written materials
➢ Judge the value of a work (art, music, writing) by use
of external standards of excellence
➢ Judge the adequacy with which conclusions are
supported by data
Categories of Affective Domain

➢ Receiving
➢ Responding
➢ Valuing
➢ Organization
➢ Characterization

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Receiving – willingness to attend to particular
phenomenon of stimuli (classroom activities, text
books, music etc.
Examples:
➢ Listen attentively
➢ Shows awareness of the importance of learning
➢ Attends closely to the classroom activities
➢ Shows sensitively to human needs and social
problems
➢ Accepts differences of race and culture
Responding – It refers to participation on the
part of the student (interest).

Examples: The learner

➢ Completes assigned homework
➢ Obeys school rules
➢ Participates in class discussion
➢ Completes laboratory work
➢ Volunteers for special tasks
➢ Shows interest in subject
➢ Enjoys helping others
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Valuing – It is concerned with the worth or value a
student attaches to a particular object,
phenomenon or behaviour, (attitude and
appreciation).
Examples:
➢ Demonstrates belief in the democratic process
➢ Appreciates the role of science (or other subjects)
in everyday life
➢ Demonstrates problem – solving attitude
➢ Shows concern for the welfare of others.
Organization – It is concerned with bringing together different
values, resolving conflicts between them, and beginning the
building of an internally consistent value system.

Examples:
➢ Recognizes the need for balance between freedom and
responsibility in democracy
➢ Accepts responsibility for his or her own behaviour
➢ Understands and accepts his or her own strengths and
limitations
➢ Formulates life plan in harmony with his or her abilities,
interests and beliefs
➢ Recognizes the role of systematic planning in solving
problems.
Characterization – Individual has a value system
that has controlled his or her behavior for a
sufficiently long time to develop a life style.
Examples:
➢ Displays safety consciousness
➢ Demonstrates self-reliance working
independently
➢ Practices cooperation in group activities
➢ Demonstrates industry, punctuality and self
discipline
➢ Maintains good health habits
➢ Uses objective approach in problem solving.
Categories of Psychomotor Domain – It is concerned with
motor skill-which include to learning outcomes, connected
to subjects like writing, speaking, laboratory skills, it receives
major emphasis in commercial subjects, health sciences,
home economics, industrial education, physical education,
art and music. The domain can be classified as following:
➢ Perception
➢ Set
➢ Guided response
➢ Mechanism
➢ Complex Overt Response
➢ Adaptation
➢ Origination
Perception – It is concerned with the use of
the sense organs to obtain cues that guide
motor activity.

Examples:
➢ Recognizes malfunction by sound of
machine
➢ Relates music to a particular dance step
➢ Relates taste of food to need for
seasoning.
Set – Refers to readiness to take particular type
of action. It includes
➢ Mental set (mental readiness to act)
➢ Physical set (physical readiness to act)
➢ Emotional set (willingness to act)
Examples:
➢ Knows sequence of steps in varnishing wood
➢ Demonstrates proper bodily stance for
batting a ball
➢ Shows desire to type efficiently
Mechanism – It is concerned with performance
of acts where the learned responses have
become habitual
Movements can be performed with some
confidence and proficiency
Movement patterns are less complex.
Examples:
Writes smoothly and legibly
Sets up laboratory equipment
Operates slide projector
Dismantles an instrument
Adaptation – Concerned with skills that are so well
developed that the individual can modify movement
patterns to fit special requirements or to meet a
problem situation.

Examples:
➢ Adjusts tennis play to counteract opponent’s
style
➢ Modifies swimming strokes to fit the toughness
of the water
➢ Drives an automobile on any type of road.
Origination – Creating new movement
patterns to fit a particular situation or specific
problem. Learning outcomes at this level
emphasize creativity based upon highly
developed skills.

Examples:
➢ Creates a dance step
➢ Creates musical composition
➢ Designs a new dress style
 BLOOM’S REVISED TAXONOMY

• Remembering
• Understanding
• Applying
• Analysing
• Evaluating
• Creating

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 WHAT IS REMEMBERING ?
• It is retrieving knowledge from long term
memory;
• Recalling information-
recognizing , listing,
describing, retrieving ,
naming, finding.

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 WHAT IS UNDERSTANDING ?

• It is constructing meaning from instructional

messages, including oral, written, and graphic
communication;
• Explaining ideas or concepts – interpreting ,
summarizing , paraphrasing , classifying ,
explaining.

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 WHAT IS APPLYING ?

• It is applying a procedure to a familiar task;

• Using information in another familiar situation
– implementing , carrying out , using, executing.

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 WHAT IS ANALYSING ?
• It is breaking material into its constituent parts
and determine how the parts relate to one
another and to an overall structure or purpose;
• Breaking information into parts to explore
understandings and relationships– comparing ,
organizing , deconstructing , interrogating
,finding.

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 WHAT IS EVALUATING ?

• It is making judgements based on

criteria and standards;
• Justifying a decision or course of action–
checking , hypothesizing , critiquing ,
experimenting , judging.

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 WHAT IS CREATING ?
• It is putting elements together to form a
coherent or functional whole ; reorganize
elements into a new pattern or structure;
• Generating new ideas , products, or ways of
viewing things – designing , constructing ,
planning , producing ,inventing.

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Table of Specifications
Using Bloom’s Revised Taxonomy

Instructions: Look at the first question on

your test.
First determine which of your objectives it is
correlated with.
Second, look at the verb in the question to
determine which level of the taxonomy it is
correlated with.
Put the number of the question in the box
that corresponds to the correct objective
and level. Complete this process for each
question on your test. 38
 Table of Specifications
Using Bloom’s Revised Taxonomy

Rememb Understand Analyze Apply Evaluate Create

er

Objective
1:

Objective
2:

Objective
3:

Objective
4:

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 Table of Specifications
Under-
Objectives Knowledge standing Application Analysis Synthesis Evaluation
Grant Total
Form of Qtn
Content
O SA E O SA E O SE E O SA E O SA E O SA E

2 1 2 2 4 2 2
Sub Topic- 1 15
(4) (2) (4) (1) (1) (1) (1)

Sub Topic – 2 1 1 2 4 2
10
(2) (2) (1) (2) (1)

Total Marks 3 0 0 2 0 0 2 4 0 0 4 4 0 4 0 0 2 0
25

Grand Total 3 2 6 8 4 2
Note: O – Objective Type, SA – Short Answer Type, E – Essay Type
The number outside the bracket indicates the
marks and those inside indicates the number of
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questions.
 A TEST BLUEPRINT
Unit Reme Understa Apply Analyze Evaluate Cre Total
mber nd ate

1. Geometry of 1(1) 5(1) 6(2)

cutting tools
2.Mechanism of 1(1) 5(1) 6(2)
chip formation

3.Force in 1(1) 15(1) 16(2)

machining
4.Heat in metal 1(1) 5(1) 6(2)
cutting
5.Machinability 1(1) 15(1) 16(2)
and machining
economics

6.Cutting tool 1(1) 5(1) 6(2)41

materials
 A TEST BLUEPRINT
Unit Reme Understand Apply Analyze Evaluat Creat Total
mber e e

7. Micro 1(1) 5(1) 6(2)

finishing
process
8.Transmissio 1(1) 15(1) 16(2)
n of motions in
machine tools

9.Spindle 1(1) 15(1) 16(2)

drive

10.Machine 1(1) 15(1) 16(2)

tool gear
boxes The number outside the bracket indicates the marks and those
inside indicates the number of questions. 42
 A TEST BLUEPRINT
Unit Reme Understa Apply Analyz Evaluat Creat Total
mber nd e e e

11.Machine 1(1) 5(1) 6(2)

tools strength
and rigidity

12.Machine 1(1) 5(1) 6(2)

tools automation
1(12) 5(4) 65(4) 20(2) 5(1) 122(24)

The number outside the bracket indicates the marks and those
inside indicates the number of questions.

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How Bloom’s can aid in course design
Bloom’s taxonomy is a powerful tool to help develop
learning objectives because it explains the process of
learning:
•Before you can understand a concept, you
must remember it.
•To apply a concept you must first understand it.
•In order to evaluate a process, you must
have analyzed it.
•To create an accurate conclusion, you must have
completed a thorough evaluation.

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How Bloom’s can aid in course design

Start by considering the level of learners in

your course:

1.Are lots of your students fresh ? Is this an

“Introduction to…” course? If so, many your
learning objectives may target the lower order
Bloom’s skills, because your students are building
foundational knowledge.

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 How Bloom’s can aid in course design
Start by considering the level of learners in
your course:
However, even in this situation we would strive
to move a few of our objectives into the
applying and analyzing level, but getting too far
up in the taxonomy could create frustration and
unachievable goals.

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 How Bloom’s can aid in course design
Start by considering the level of learners in
your course:

2. Are most of your students juniors and seniors?

Graduate students?
Do your students have a solid foundation in much of the
terminology and processes you will be working on your
course?

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How Bloom’s can aid in course design
Start by considering the level of learners in
your course:

If so, then you should not have many remembering

and understanding level objectives.
You may need a few, for any radically new concepts
specific to your course.

However, these advanced students should be able

to master higher-order learning objectives. Too
many lower level objectives might cause boredom
or apathy.
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How Bloom’s works with learning objectives
Fortunately, there are “verb tables” to help identify which
action verbs align with each level in Bloom’s Taxonomy.

For example, you could have an objective that states “At

the end of this lesson, students will be able to explain the
difference between H2O and OH-.”

This would be an understanding level objective. However,

if you wanted the students to be able to “…explain the
shift in the chemical structure of water throughout its
various phases.” This would be an analyzing level verb.

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Bloom’s Level Key Verbs Example Learning
(keywords) Objective
Create design, formulate, By the end of this
build, invent, lesson, the student
create, compose, will be able to
generate, derive, design an original
modify, develop. homework problem
dealing with the
principle of
conservation of
energy.

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Bloom’s Level Key Verbs Example Learning
(keywords) Objective
Evaluate choose, support, By the end of this
relate, determine, lesson, the student
defend, judge, will be able to
grade, compare, determine whether
contrast, argue, using conservation
justify, support, of energy or
convince, select, conservation of
evaluate. momentum would
be more
appropriate for
solving a dynamics
problem.

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Bloom’s Level Key Verbs Example
(keywords) Learning
Objective
Analyze classify, break By the end of this
down, categorize, lesson, the
analyze, diagram, student will be
illustrate, able to
criticize, simplify, differentiate
associate. between
potential and
kinetic energy.

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Bloom’s Level Key Verbs Example
(keywords) Learning
Objective
Apply calculate, predict, By the end of this
apply, solve, lesson, the
illustrate, use, student will be
demonstrate, able to calculate
determine, the kinetic
model, perform, energy of a
present. projectile.

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Bloom’s Level Key Verbs Example Learning
(keywords) Objective

Understand describe, explain, By the end of this

paraphrase, restate, lesson, the student
give original will be able to
examples of, describe Newton’s
summarize, contrast, three laws of motion
interpret, discuss. to in her/his own
words
Remember list, recite, outline, By the end of this
define, name, match, lesson, the student
quote, recall, identify, will be able to recite
label, recognize. Newton’s three laws
of motion.

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Bloom’s Level Key Verbs Example
(keywords) Learning
Objective
Understand describe, explain, By the end of this
paraphrase, lesson, the
restate, give student will be
original examples able to describe
of, summarize, Newton’s three
contrast, laws of motion to
interpret, discuss. in her/his own
words

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Bloom’s Level Key Verbs Example
(keywords) Learning
Objective
Remember list, recite, By the end of this
outline, define, lesson, the
name, match, student will be
quote, recall, able to recite
identify, label, Newton’s three
recognize. laws of motion.

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 Example
Course level objective

1. (apply) Demonstrate how transportation is a critical

link in the supply chain.
2. (understand) Discuss the changing global landscape
for businesses and other organizations that are driving
change in the global environment.
3. (apply) Demonstrate the special nature of
transportation demand and the influence of
transportation on companies and their supply chains
operating in a global economy.

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Thanking you for patient
hearing

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