SIMCA
A
“A child without
education, is like a bird
without wings.”
BLOOMS
TAXONOMY
LADDER OUTCOMES
Create Create original thought by organizing all
small parts as a whole
Evaluate Make judgments on available set of criteria
Analyze Break down material into constituent parts
Apply Carry the procedure in a given situation
Understand Comprehend the meaning from
instructional materials
Remember Recognize or recall knowledge from
memory
IMPORTANCE OF
BLOOMS TAXANOMY
The goal of an educator using
Bloom's taxonomy is to encourage
Bloom's taxonomy is higher-order thought in their
extremely important in
the context of students by building up
education because it lower-level cognitive from
tells teachers a great skills.
Behavioral and cognitive learning
deal about the order in
which they must objectives are given
teach so that they can how Bloom's to highlight
get their students to incorporated taxonomy
into larger-scale
can be
succeed in higher level educational goals or guidelines.
thinking.
REMEMBERING VERBS
Choose Select
Define Show
Exhibit memory of Find Spell
previously learned How Tell
material by recalling Label What
facts, terms, basic
concepts, and
List When
Match Where
Answers .
Name Which
Omit Who
Recall Why
Relate
UNDERSTANDING VERBS
Classify Interpret
Demonstrate understanding Compare Outline
of facts and ideas by Contrast Relate
organizing, comparing,
translating, interpreting, Demonstrate Rephrase
giving descriptions, and Explain Show
stating main ideas. Extend Summarize
Illustrate Translate
Infer
VERBS
APPLYING
Apply Organize
Solve problems to new Build Plan
situations by applying Choose Select
acquired knowledge, facts,
techniques and rules in a
Construct Solve
different way. Develop Utilize
Experiment
With Identify
Interview
Make use of
Model
VERBS
ANALYZING
Analyze Examine
Assume Function
Examine and break
information into parts Categorize Inference
by identifying motives Classify Inspect
or causes. Compare Relationships
Make inferences and Conclusion Simplify
find evidence to support Contrast Survey
generalizations Discover
Dissect
Distinguish
Divide
VERBS
EVALUATIN
G Agree Disprove Rate
Appraise Estimate Recom m en
Present and defend Assess Evaluate d
opinions by making
Award Explain Rule on
judgments about
information, validity of Choose Interpret Select
ideas, or quality of work Compare Judge Support
based on a set of Conclude Justify Value
criteria. Criteria Mark
Criticize Measure
Decide Opinion
Deduct Perceive
Defend Prioritize
Determine
Prove
VERBS
CREATING
Adapt Estimate
Build Formulate
Change Happen
Compile information
together in a different way Choose Imagine
by combining elements in Combine Improve
a new pattern or Compile Invent
proposing alternative Compose Modify
solutions. Construct Original
Create Plan
Delete Solve
Design Theory
Develop
Discuss
Elaborate
BLOOMS
TAXANOMY FOR
HRM
Case Study Caselet Situation Analysis Thinking
Express Extend
Skills
Field Visit
Class test Summarize Relate Categorize Study
(Define Comment Explain Defend tour
HRM) Paraphrase Interpret
Act Small
Grou
testOpen Book Group
Define Copy Infer Estimate Generalize Determine p Projec Lower
Written Locate Use
Order
Home listen Google Show
Display Applyt Role Play
Assign Label Understanding Solve Judge Story
Examine Telling
ment Viva Describe List
Choose
Implement Model
Voce Identify Applyin
Outline Find g Sketch Interview develop
Match Calculate Learning
Blog Build
Online exam Collaborate Creating Analyzing Link
Simulatio Categorize Infer Diary
n Simulate
Lead
Role Evaluating Correlate AnalyzeScrap
Compare QuizBook
Presentation
Games
Google Play
Solve Mix Differentiat
contrast Posters
alerts
Webpage Facilitate e Advice Higher
Manage Distinguish Writing
Demonstrate Column Memo
blog Argue Test Score Appraise Rate Order
Discussion PodcastCritique Support Summarize
Podcast AdvertisePeer Assess.
Boards Work Portfolio
Review
Validate Assess Debate Defend Magazine
FDP: Infomercial
Book review
Grade Measure Moderate
Policy base
Taxonomy f o r frame Review Executive Summary ThematicAssessment
Literature
presentation Research paper publish Concept
HRM (203) Map Annotated
Your Goal
POINTS TO Write
Decide
REMEBER Descriptors for Type
Each Level of of
RUBRICS Your Rubric. RUBRICS Rubric
DESIGNING
DESIGNING FOR STEPS
CCE
Create your
Determine
Performanc
Criteria
e Level
STEPS TO
DESIGN THE
RUBRICS
203 – G C – 09 – HUM AN RESOURCE MANAGEM ENT
C o m p re h e n s i v e C o n c u r re n t E v a l u a t i o n – B ( C a s e St udy) o f 2 5 M a r k s
N e e d s I m p ro v e m e n t Good Best
P ro f i c i e n c y
Performance Level 1 Level 2 Level 3
Identify/define the m a i n Wa s able to identify s o m e o f the Identified contributing factors to Clearly identified the r o o t pr ob lem ,
p r o b l e m a n d / o r m a i n i s su e p r ob le m s b ut n ot the main issue the issue bu t did not recognize the and provided clear insight into the
(Remembering) (1 mark) main issue cau sal factors
(5 m a r k s ) (2 m ar ks) (2 m ar ks)
D e t e r m i n i n g the re l e v a n t Did n ot identify relevant Identified s o m e o f the relevant Clearly & completely determined
i n f o r m a t io n to a d d re s s the information that would help in information that would help in the relevant information n eed ed to
p ro bl em / i ssu e ( U nd e st a nd i n g resolving the issue resolving the issue solve the p r o b l e m
& Applying) (1 mark) (2 marks) (2 m arks)
(5 m a r k s )
C o n s t r u c t a r g u m e n t s to Identified s o m e o f the alternative D eveloped alternative co ur se( s) o f D eveloped at least three discrete,
so l v e c a s e p ro b l e m s c o u r s e s o f action action ( C O A s ) , bu t they fail to viable C O A s , and justify the
( Anal ysing) (1 mark) r e s p o n d fully to the r o o t issue(s) / arguments to s u p p o r t their
(5 m a r k s ) problem (s) statements
(2 marks) (2 m ar ks)
C o u n t e r- A r g u m e n t s Unable to Develop Argument o r D eveloped an argument that D eveloped a Clear, concise,
(Evaluating) C o m p a r e alternative C O A s s u p p o r t e d o n e o r m o r e C O A s But Argument and fully c o m p a r e d the
(5 m a r k s ) (1 mark) didn’t m a k e a compelling alternative C O A s
argument (2 m ar ks)
(2 m arks)
R e c o m m e n d e d course(s) of Did not c o m e with a feasible Offered an evaluation o f the Fully evaluated the results and
action (COA) counter-arguments (1 results b ut didn’t c h o o s e aviable m a d e a suitable argument for
( C re a t i n g ) mark) C O A that would resolve the the selected C O A
( 5 marks) problem (3 m ar ks)
(1 mark)
SPPU: Question Paper Pattern
THANK
YOU
