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Blooms Taxonomy Margaret Gessler Werts Department of Language, Reading, and Exceptionalities.

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Presentation on theme: "Blooms Taxonomy Margaret Gessler Werts Department of Language, Reading, and Exceptionalities."— Presentation transcript:

1 Blooms Taxonomy Margaret Gessler Werts Department of Language, Reading, and Exceptionalities

2 Learning goals Goals vary according to the level of understanding and/or skill the students present. Begin your assessment with the lowest level: Basic knowledge or remembering level In some cases, teaching will start at this level.

3 Six levels When assessment indicates the student can navigate at the knowledge level, goals and objectives will be written at “higher” levels.

4 Two versions

5 Knowledge / Remembering  Knowledge involves the remembering of terminology, facts, and methods. observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter

6 Knowledge / Remembering Verbs in objectives: list, define, match, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

7 Comprehension/Understanding  Comprehension requires an understanding of the meaning of conceptual information. understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences

8 Comprehension/ Understanding Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend, classify, convert, generalize, give examples.

9 Application/ Applying  Application involves the use of previously learned information in novel situations. use information use methods, concepts, theories in new situations solve problems using required skills or knowledge

10 Application/ Applying Verbs in objectives: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover, chart, compute, construct, develop, implement, predict.

11 Analysis/Analyzing  The ability to understand the organizational structure of information is referred to as analysis. seeing patterns organization of parts recognition of hidden meanings identification of components

12 Analysis/ Analyzing Verbs in objectives: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

13 Synthesis/ Evaluating Synthesis involves the creative application of prior knowledge and skills to produce an original entity. To measure synthesis understanding, an assessment might ask learners to adapt, create, design, generate, or revise.

14 Synthesis/ Creating Verbs in objectives: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

15 Evaluation/Creating  Evaluation is the ability to judge the relative value of information based on prior knowledge.  An evaluative assessment involves the ability to compare and contrast, criticize, critique, defend, or judge.

16 Evaluation/Synthesis Verbs in objectives: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

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

18 Hierarchy K C A S E R U A E C



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