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Training Workshop On Table Specifications Presentation

This document provides an overview of Revised Bloom's Taxonomy, which classifies different levels of thinking from simple recall to more complex levels of critical thinking. It outlines the six levels from Remembering to Creating. For each level, it provides examples of thinking skills and sample questions that require those skills. The levels progress from basic recall of facts to more evaluative and creative thinking.

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Mark Dexter Mejia
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69 views22 pages

Training Workshop On Table Specifications Presentation

This document provides an overview of Revised Bloom's Taxonomy, which classifies different levels of thinking from simple recall to more complex levels of critical thinking. It outlines the six levels from Remembering to Creating. For each level, it provides examples of thinking skills and sample questions that require those skills. The levels progress from basic recall of facts to more evaluative and creative thinking.

Uploaded by

Mark Dexter Mejia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Training-Workshop on

Table of Specifications relative


to Constructing Test Questions
REVISED BLOOM’S TAXONOMY:
Pathway to
Improve Thinking
What is Bloom’s Taxonomy?

• Bloom’s Taxonomy is a classification of


thinking organized by levels of complexity. It gives
teachers and students an opportunity to learn and
practice a range of thinking and provides a simple
structure for many different kinds of questions.
What is REVISED BLOOM’S TAXONOMY?
The Revised Bloom’s Taxonomy provides the
measurement tool for thinking. The changes in RBT
occur in three broad categories.
• Terminologies
• Structure
• Emphasis
A.Visual Comparison of Two Taxonomies
(Terminology Changes)

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

1956 2001

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p.8)


Changes in Terms
• Noun to Verb
• Thinking is an active process therefore verbs are more
accurate
• Knowledge is a product of thinking and was
inappropriate to describe a category of thinking and
was replaced with the word remembering.
Changes in Terms
• Comprehension became understanding and
synthesis was renamed creating in order to
better reflect the nature of the thinking
described by each category.
LEVEL ONE : REMEMBERING
THE LEARNER IS ABLE TO RECALL, RESTATE AND REMEMBER
LEARNED INFORMATION.
- RECOGNIZING
- LISTING
- DESCRIBING
- IDENTIFYING
- RETRIEVING
- NAMING
- LOCATING
- FINDING
CAN YOU RECALL INFORMATION?
Sample Questions for Remembering
• What is _____________?
• Where is __________?
• How did it happen ____________?
• Why did __________ ?
• When did ___________?
• How would you show _______?
• Who were the main ________ ?
• Which one ________ ?
• How is __________?
LEVEL TWO : UNDERSTANDING
THE LEARNER GRASPS THE MEANING OF INFORMATION BY
INTERPRETING AND TRANSLATING WHAT HAS BEEN LEARNED.
- INTERPRETING
- EXEMPLIFYING
- SUMMARIZING
- INFERRING
- PARAPHRASING
- CLASSIFYING
- COMPARING
- EXPLAINING
CAN YOU EXPLAIN IDEAS OR CONCEPTS?
Sample Questions for Understanding
• State in your own words…
• Which are facts? Opinions?
• What does this means…?
• Is this the same as …?
• Giving an example
• Select the best definition
Questions with what, where, why and how
questions answers could be taken between
the lines of the text through organizing,
comparing, translating, interpreting,
extrapolating, classifying, summarizing
and stating main ideas fall under
understanding.
•Condense this paragraph
•What would happen if … ?
•What part doesn’t fit?
•How would compare? Contrast?
•What is the main idea of … ?
•How would summarized … ?
LEVEL THREE : APPLYING
THE LEARNER MAKES USE OF INFORMATION IN A CONTEXT
DIFFERENT FROM THE ONE IN WHICH IT WAS LEARNED.
- IMPLEMENTING
- CARRYING OUT
- USING
- EXECUTING
CAN YOU USE THE INFORMATION IN ANOTHER FAMILIAR
SITUATION?
Sample Questions for Applying

• How would you organize _______ to show ________?


• How would you show your understanding of _______ ?
• What facts would you select to show what ________?
• What elements would you change __________ ?
• What other way would you plan to __________?
• What questions would you ask in an interview
with_______?
• How would you apply what you learned to
develop_________ ?
• How would you solve ___________ using what you
have learned?
LEVEL FOUR : ANALYZING
THE LEARNER BREAKS LEARNED INFORMATION INTO ITS PARTS TO
BEST UNDERSTAND THAT INFORMATION.
- COMPARING
- ORGANIZING
- DECONSTRUCTING
- ATTRIBUTING OUTLINING
- FINDING
- STRUCTURING
- INTEGRATING
CAN YOU BREAK INFORMATION INTO PARTS TO EXPLORE
UNDERSTANDINGS AND RELATIONSHIPS?
Sample Questions for Analyzing
• Which statement is relevant?
• What is the conclusion?
• What does the author believe? Assume?
• Make a distinction between _________
• What ideas justify the conclusion?
• Which is the least essential statement?
• What literacy form is used?
LEVEL FIVE : EVALUATING
THE LEARNER MAKES DECISIONS BASED ON IN-DEPTH
REFLECTION, CRITICISM AND ASSESSMENT.
- CHECKING
- HYPOTHESIZING
- CRITIQUING
- EXPERIMENTING
- JUDGING
- TESTING
- DETECTING
- MONITORING
CAN YOU JUSTIFY A DECISION OR COURSE OF ACTION?
Sample Questions for Evaluating
• What fallacies, consistencies,
inconsistencies appear __________?
• Which is more important ___________ ?
• Do you agree _________ ?
• What information would you use
____________ ?
• Do you agree with the ___________ ?
• How would you evaluate _________ ?
LEVEL SIX : CREATING
THE LEARNER CREATES NEW IDEAS AND INFORMATION USING
WHAT HAS BEEN PREVIOUSLY LEARNED.
- DESIGNING
- CONSTRUCTING
- PLANNING
- PRODUCING
- INVENTING
- DEVISING
- MAKING
CAN YOU GENERATE NEW PRODUCTS, IDEAS, OR WAYS OF VIEWING
THINGS?
Sample Questions for Creating

• Can you design a _____________?


• What possible solution to _________ ?
• How many ways can you __________ ?
• Can you create a proposal which
would_________ ?

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