bloom’s taxonomy mnmy

8/11/2019 Blooms Taxonomy MNMY

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Mohamed Nadzri Mohd Yusoff (Hj.)


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There is more than one type of learning.

A committee of colleges, led by Benjamin

Bloom, identified three domains of

educational activities: Cognitive: mental skills (Knowledge)

Affective: growth in feelings or emotional areas

(Attitude)

Psychomotor: manual or physical skills (Skills)(BS Bloom, 1956)


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Domains can be thought of as categories

Categories can be thought of as degrees

of difficulties

The first one must be mastered beforethe next one can take place.

taxonomy of learning behaviours = "the

goals of the training process." i.e. after the training session, the learner

should have acquired new skills,

knowledge, and/or attitudes.


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involves knowledge and the development of

intellectual skills

includes the recall or recognition of specific

facts, procedural patterns, and concepts thatserve in the development of intellectual

abilities and skills.

6 major categories


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1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation


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includes the manner in which we deal with

things emotionally, such as feelings, values,

appreciation, enthusiasms, motivations, and

attitudes. 5 major categories


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1. Receiving Phenomena

2. Responding to Phenomena

3. Valuing

4. Organisation

5. Internalising values


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includes physical movement, coordination,

and use of the motor-skill areas.

Development of these skills requires practice

and is measured in terms of speed, precision,distance, procedures, or techniques in

execution

7 major categories


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1. Perception

2. Mindsets

3. Guided Response

4. Mechanism

5. Complex Overt Response

6. Adaptation

7. Origination


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1. Imitation

2. Manipulation

3. Precision

4. Articulation

5. Naturalisation

(RH Dave, 1970)


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1. Reflex movements

2. Fundamental movements

3. Perception

4. Physical abilities5. Skilled movements

6. Non-discursive communication body

language

(AJ Harrow, 1972 )


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Knowledge

involves the recall of specifics and universals,

the recall of methods and processes, or the

recall of a pattern, structure, or setting.

for measurement purposes, the recall situation

involves little more than bringing to mind the

appropriate material may be required, this is

relatively minor part of the task.

emphasise most the psychological processes of

remembering.


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Comprehension

second level of thinking is comprehension of the

information that has been recalled or located --

information is not useful unless it understood.

bits of information clutter up a student's unless

that information is understood well enough to be

used to build more complete concepts and

generalisations.

one way to check whether students comprehend

the information they possess is to have them

state that information in their own words rather

than recalling what they have read or heard.


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Comprehension

an additional way to check students'

comprehension is to have them give an example

of the concept or generalisation being learned.

when a student comprehends information, rather

than merely recalling it, that information

becomes useful in future problem solving or

decision making and makes creativity more

probable.


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Application

Information and skills become useful when they

can be applied to a new, not previously

encountered situation.

Generalisations can be used to solve new

problems.

Previous experience can be used to predict

outcomes, estimate answers, extrapolate from

data, and/or avoid errors.


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Application

It is important that students have experience

applying whatever they learn to new problems

and situations.

At the application level, most of the time we are

looking for convergent thinking.

Comprehension shows that the student can use it

correctly.

Application shows he will use it correctly.


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Analysis

Creative thinking and problem solving begin with

analytic thinking: mentally taking something

apart to understand better the relationship of

the parts to each other and to the whole.

To analyze, one must be able to think

categorically: i.e. to organize and reorganise

information into categories.

Once students can "take information apart" to

better understand interrelationships, they are

ready to reorganize that information in new

patterns and create with it.


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Synthesis

The putting together of elements and parts so as

to form a whole.

This involves the process of working with pieces,parts, elements, etc. and arranging and

combining them in such a way as to constitute a

pattern or structure not clearly there before.

difference between application and synthesis :

Application results in convergent of thinking

Synthesisresults from divergent thinking: something

new and different.


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Synthesis

Note, however, that a student can create only

after s/he has skill and information which then

are applied divergently to a new situation.

Creativity does not spring from a vacuum but

emerges from rigor and structure.


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Evaluation

the making of judgments when there is no one

answer which is right for everyone.

Judgments about the value of material andmethods for given purposes.

Quantitative and qualitative judgments about

the extent to which material and methods satisfy

criteria or established standards.


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Psychomotor/Practical/ Technical

Skills

Knowledge

Social Skills &

Responsibility

Professionalism,

values, attitudes,

ethics

Life Long Learning &

Information

Management

Communication Skills

Critical Thinking & Scientific

Approach

Managerial &

Entrepreneurial Skills

Prof Radin, 2008


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1. Berpengetahuan dalam bidang diceburi2. Kemahiran teknikal/praktikal/psikomotor3. Pendekatan kemahiran berfikir dan saintifik4. Kemahiran komunikasi5. Kemahiran sosial, kerja berpasukan & bertanggungjawab

6. Profesionalisme, nilai, sikap dan etika7. Pendidikan sepanjang hayat dan pengurusan informasi8. Kemahiran pengurusan dan keusahawanan9. Kemahiran kepemimpinan

Nota: Kriteria #3 hingga #9 adalah juga 7 elemen Kemahiran

Insaniah Sekurang-kurangnya 5% dari jumlah kursus dalam sesuatu

program perlu mengandungi salah satu dari kriteriapelajar di atas.

Prof Radin, 2008


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Memenuhi/mencapai PSPTN Teras Kedua MenambahbaikKualiti Pengajaran & Pembelajaran

Di akhir pengajian di IPTA, pelajar perlu memenuhia t t r i bu tes/kriteria tertentu.. Yang telah dijanjikankepada pelajar dalam Hasil Pembelajaran samada Programatau Kursus.

Kurikulum pengajian perlu diasaskan kepada kelebarandan kedalaman yang sesuai i.e. breadth and depth

Breadth sesuatu program/kursus boleh dirangka melaluimatriks Hasil Pembelajaran dan Kemahiran Insaniah

Dept hsesuatu program/kursus boleh dirangka melalui

matriks Taksonomi Matriks terpulang kepada IPTA masing-masing untuk

menyediakannya mengikut keperluan masing-masing,selagi boleh menyediakan perancangan dari segi kriteriapelajar, kelebaran dan kedalaman kurikulum.

Prof Radin, 2008


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Kognitif(6 aras: Pengetahuan, Pemahaman, Aplikasi, Analisis,Sistesis, Penilaian)

Psikomotor (7 aras: Persepsi, Set, Respons berpandu,Mekanisme, Respons ketara kompleks, Adaptasi, Lakuan tulen)

Afektif(5 aras: Menerima, Memberikan maklumbalas, Menilai,Mengorganisasi, Menghayati nilai)

Nota:

1. Setiap domain adalah pembelajaran secara sumatif i.e. Arasrendah untuk permulaan pembelajaran dan aras tinggiperingkat pertengahan atau akhir pengajian.

2. Perkataan kata kerja dalam hasil pembelajaran setiap kursus

perlu selari dan seimbang dengan setiap aras taksonomi yangditetapkan

3. Di akhir program Sarjana Muda, biasanya pelajar perlumempunyai sekurang-kurangnya aras taksonomi C4 untuk domain Kogni t i f ,

P4 unt uk domain Psikomot or d an

A3 untuk domain Afekt i f

Prof Radin, 2008

Curriculum Balance


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Curriculum Balance

(Width and Depth)

MOHE Level

MOHE LO

Cognitive

(C)

Bloom MOHE LO

Psychomotor (P)

Bloom MOHE LO

Affec tive

(A)

Bloom

Basic

1.Recognise

2.Comprehend

1.Knowledge

2.Comprehension

3.Appl ication

4.Analysis

5.Synthesis

6.Evaluation

1.Perception

2.Set

1. Perception

2. Mindsets

3. Guided Response

4. Mechanism

5. Complex Overt

Response

6. Adaptation

7. Origination

1.Receiving

2.Responding

1.Receiving

Phenomena

2.Responding t o

Phenomena

3.Valuing

4.Organisation

5.Internalising

values

Inter-

mediate

3. Application

4. Analysis

3.Guided response

4. Mechanism

3. Valuing

(appreciating)

4. Organisation

Advance

5. Synthesis

6. Evaluate

5. Complex response

6. Adapt

7. Originate

5. Character-

ization

(embodied)

MOHE Mandatory Level of

Learning Skills Achieved for

Degree Programs

Mapping Suitability of Methods of Assessment to Aspects of Assessment


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Mapping Suitability of Methods of Assessment to Aspects of Assessment

Types of

Assessment

Methods of Assessments *Assessment Aspect

Cognitive Psychomotor Affective Social

Placement Internal / General Exam 5 1 1 2

Self-assessment 3 3 4 3

Oral Assessment 2 3 3 5

Formative Lecturer Centred

Internal / General Exam 5 1 1 5

Oral Assessment 1 5 4 5

Observation 1 5 5 4

Case Study 3 3 2 4

Presentation 3 4 1 4

Report 3 3 2 4

Project 2 4 2 4

Field Work / Clinical Practice 2 4 3 4

Simulation 2 4 1 4

Demonstration 2 4 2 4Portfolio 2 4 2 4

Self-assessment / Reflection 1 2 4 4

Capstone 3 5 3 4

Log Book / Journal 2 3 2 4

Student Observation 1 3 4 4

Student Centred


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Types of

Assessment

Methods of Assessments *Assessment Aspect

Cognitive Psychomotor Affective Social

Diagnostic Simulation 2 4 1 4

General exam 5 1 1 4

Summat ive Internal / General Exam 5 1 1 4

Presentation 3 4 1 4

Demonstration 2 4 2 4

Project / PBL 2 4 2 4

Student survey 2 2 2 4

Lecturer/Facilitator survey 3 3 3 4

Employer survey 3 3 3 4

Psychometric Tests (Case Scenario) 4 3 5 4

Personal Traits Test 2 2 5 4

*Appropriateness Level 1 NOT SUITABLE

23

4

5 HIGHLY SUITABLE

bloom’s taxonomy mnmy

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