presentation taxonomy bloom (1)
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BLOOMS TAXONOMY
HJ. AHMAD BIN TULKAKetua Program Kejuruteraan Mekanikal
Jabatan Kejuruteraan Mekanikal
Politeknik Merlimau
Melaka
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Benjamin Bloom
In 1956, Benjamin Bloom headed agroup of educational psychologistswho developed a classification oflevels of intellectual behaviorimportant in learning..
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Bloom found that over 95 % of thetest questions students encounterrequire them to think only at thelowest possible level...the recall ofinformation
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Bloom identified 3domains of learningthat apply to the
student. Cognitive
Affective
Psychomotor
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The Cognitive Domain
Bloom identified six levels within thecognitive domain, from the simplerecall or recognition of facts, as thelowest level, through increasinglymore complex and abstract mentallevels, to the highest order which is
classified as evaluation.
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The Affective Domain
Attitudes
Interests
Values
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The Psychomotor Domain
Neuromuscular control andcoordination
Hands on applications
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BLOOMS TAXONOMY
OF THE COGNITIVE DOMAIN
INTRODUCTION
Bloom created a taxonomy for categorising
the level of abstraction of learning contents .The taxonomy provides a useful structure forthe categorising of
Questions
Activities Products
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In 1956, Bloom et al completed their work on
the cognitive domain, which involves
knowledge and the development of intellectual
skills. The result was a 6-level hierarchyidentified within the cognitive domain. The
levels progressed from the simplest level,
which involves the recall or recognition of
facts, through to the highest level, which
involves the evaluation of facts. This hierarchy
became known as Blooms Taxonomy.
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The six levels of the cognitive domain from the most
used and simplest level (1) to the most
complicated level (6).
1. Knowledge
2. Comprehension
3. Application
4. Analysis5. Synthesis
6. Evaluation
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LEVEL 1: KNOWLEDGE
Remembering previously learnt material withoutnecessarily understanding or using it
Skills required
Recall of information
Factual knowledge (dates, places, numbers etc.)
Recall of major events
Mastering subject material
Verbs typically used at this level
Arrange, define, list, label, name, memorise, recall,reproduce, state, write..
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LEVEL 2: COMPREHENSION
Skills required
Understanding facts and meaning
Interpretation of facts
The ability to understand or grasp the meaning of thelearning material without necessarily relating it tosomething else
Ordering and grouping causes
Prediction of consequences
Verbs typically used for this level of activities
Classify, describe, explain, illustrate, indicate,locate, report, restate, review, select.
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LEVEL 3: APPLICATION
The ability to utilise the learnt material in different,new and concrete situations
Skills required
Utilisation of facts
Using known methods, concepts and hypothesisin new situations,
Solving problems with newly acquired knowledgeor skills
Verbs used in activities at this level include: Apply, choose, construct, demonstrate, employ,
interpret, operate, schedule, solve, sketch,use..
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LEVEL 4: ANALYSIS
The ability to break the whole into its components and tounderstand the organisational arrangement of the material.
Skills required
Organisation of the materials components
Finding patterns
Finding concealed meanings
Recognition of the components of the whole
Verbs typically used for the analytical level
Analyse, categorise, calculate, compare, contrast,criticise, discriminate, differentiate, examine,experiment, test
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LEVEL 5: SYNTHESIS
The ability to rearrange the components of the learningmaterial to form a whole new unit
Skills required:
Construction of a new whole from the known
material elements Creating generalizations from the patterns
Relation of fact from different areas
Making predictions and drawing conclusions
Verbs used to indicate synthetic level activities andquestions
Create, design, hypothesise, invent, develop,compose, formulate, plan, prepare, set up
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LEVEL 6: EVALUATION
The ability to judge the value and impact of the given facts
Skills required
Comparing and discriminating between facts
Verification of the values concerning the factualcontent
Making choices on reasoning
Assessing the values of presentations and hypothesis
Recognising subjectivity
Verbs typically used for this level of the cognitive domain:
Judge, appraise, recommend, critique, select,support, value, predict.
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THANK YOU
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