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Bloom'S Taxonomy: Teh Kah Hoe

Bloom's Taxonomy identifies six levels of cognitive complexity in learning. [1] The lowest level is knowledge, involving recall of facts and basic concepts. [2] Comprehension involves understanding and being able to explain ideas. [3] Application refers to using knowledge in new ways to solve problems. The higher levels are analysis, involving breaking down information into parts; synthesis, creating new ideas by combining existing ones; and evaluation, making judgments based on criteria.

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215 views16 pages

Bloom'S Taxonomy: Teh Kah Hoe

Bloom's Taxonomy identifies six levels of cognitive complexity in learning. [1] The lowest level is knowledge, involving recall of facts and basic concepts. [2] Comprehension involves understanding and being able to explain ideas. [3] Application refers to using knowledge in new ways to solve problems. The higher levels are analysis, involving breaking down information into parts; synthesis, creating new ideas by combining existing ones; and evaluation, making judgments based on criteria.

Uploaded by

amin_zaman
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© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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BLOOM’S

TAXONOMY Image Source:


http://redie.uabc.mx/contenido/vol6no2/art-104-spa/bloom.p

Teh Kah Hoe


Science Unit
Institut Pendidikan Guru Kampus Darulaman
BLOOM’S TAXONOMY
• Bloom identified six levels within the
cognitive domain, from the simple recall
or recognition of facts, as the lowest level,
through increasingly more complex and
abstract mental levels, to the highest order
which is classified as evaluation.
BLOOM’S
TAXONOMY
1 KNOWLEDGE
• remembering;
• memorizing;
• recognizing;
• recalling identification and
• recall of information
• Who, what, when, where, how ...?
• Describe
1 KNOWLEDGE
Useful Verbs Sample Question Stems

• Tell • What happened after...?


• List • How many...?
• Describe • Who was it that...?
• Relate • Can you name the...?
• Locate • Describe what happened at...?
• Write • Who spoke to...?
• Find • Can you tell why...?
• State • Find the meaning of...?
• Name • What is...?
• Which is true or false...?
2 COMPREHENSION

• interpreting;
• translating from one medium to another;
• describing in one's own words;
• organization and selection of facts and
ideas
– Retell...
2 COMPREHENSION
Useful Verbs Sample Question Stems

• Explain  Can you write in your own words...?


• Interpret  Can you write a brief outline...?
 What do you think could happen
• Outline next...?
• Discuss  Who do you think...?
• Distinguish  What was the main idea...?
• Predict  Who was the key character...?
• Restate  Can you distinguish between...?
 What differences exist between...?
• Translate  Can you provide an example of what
• Compare you mean...?
• Describe  Can you provide a definition for...?
3 APPLICATION
• problem solving;
• applying information to produce some
result;
• use of facts, rules and principles
– How is...an example of...?
– How is...related to...?
– Why is...significant?
3 APPLICATION
Useful Verbs Sample Question Stems

• Solve Do you know another instance where...?


• Show Could this have happened in...?
Can you group by characteristics such
• Use as...?
• Illustrate What factors would you change if...?
• Construct Can you apply the method used to some
• Complete experience of your own...?
• Examine What questions would you ask of...?
From the information given, can you
• Classify develop a set of instructions about...?
Would this information be useful if you
had a ...?
4 ANALYSIS
• subdividing something to show how it is put
together;
• finding the underlying structure of a
communication;
• identifying motives;
• separation of a whole into component parts
– What are the parts or features of...?
– Classify...according to...
– Outline/diagram...
– How does...compare/contrast with...?
– What evidence can you list for...?
4
Useful Verbs
ANALYSIS
Sample Question Stems
• Analyse Which events could have happened...?
• Distinguish I ... happened, what might the ending have been?
• Examine How was this similar to...?
• Compare What was the underlying theme of...?
• Contrast What do you see as other possible outcomes?
• Investigate Why did ... changes occur?
• Categorise Can you compare your ... with that presented in...?
• Identify Can you explain what must have happened
• Explain when...?
• Separate How is ... similar to ...?
• Advertise What are some of the problems of...?
Can you distinguish between...?
What were some of the motives behind...?
What was the turning point in the game?
What was the problem with...?
5 SYNTHESIS
• creating a unique, original product that
may be in verbal form or may be a
physical object;
• combination of ideas to form a new whole
– What would you predict/infer from...?
– What ideas can you add to...?
– How would you create/design a new...?
– What might happen if you combined...?
– What solutions would you suggest for...?
5 SYNTHESIS
Useful Verbs Sample Question Stems

• Create Can you design a ... to ...?


• Invent Why not compose a song about...?
• Compose Can you see a possible solution to...?
• Predict If you had access to all resources how would
• Plan you deal with...?
• Construct Why don't you devise your own way to deal
• Design with...?
• Imagine What would happen if...?
• Propose How many ways can you...?
• Devise Can you create new and unusual uses for...?
• Formulate Can you write a new recipe for a tasty dish?
can you develop a proposal which would...
6 EVALUATION
• making value decisions about issues;
• resolving controversies or differences of opinion;
• development of opinions, judgements or
decisions
– Do you agree...?
– What do you think about...?
– What is the most important...?
– Place the following in order of priority...
– How would you decide about...?
– What criteria would you use to assess...?
6 EVALUATION
Useful Verbs Sample Question Stems

• Judge Is there a better solution to...


• Select Judge the value of...
• Choose Can you defend your position about...?
• Decide Do you think ... is a good or a bad thing?
• Justify How would you have handled...?
• Debate What changes to ... would you recommend?
• Verify Do you believe?
• Argue Are you a ... person?
• Recommend How would you feel if...?
• Assess How effective are...?
• Discuss What do you think about...?
• Rate
• Prioritise
• Determine
END

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