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Using Bloom's Taxonomy
at CellStream
Our Related Motto: Competence
Skills - Demonstrated
CellStream consultants utilize a well known taxonomy for
developing knowledge capital for our clients. Following the 1948
Convention of the American Psychological Association, Benjamin
S Bloom took a lead in formulating a classification of "the goals of the
educational process". Benjamin Bloom created
this taxonomy for categorizing level of abstraction of questions that commonly
occur in educational settings. Bloom and his
co-workers established a hierarchy of educational objectives, which is generally
referred to as Bloom's Taxonomy, and which
attempts to divide cognitive objectives into subdivisions ranging from the
simplest behavior to the most complex.
The
committee of colleges, led by Benjamin Bloom, identified three domains of
educational activities:
Trainers often
refer to these three domains as KSA (Knowledge, Skills, and Attitude). This
taxonomy of learning behaviors can be thought of as "the goals of the training
process." That is, after the training session, the learner should have acquires
new skills, knowledge, and/or attitudes.
The committee
also produced an elaborate compilation for the cognitive and affective domains,
but none for the psychomotor domain. Their explanation for this oversight was
that they have little experience in teaching manual skills within the college
level (I guess they never thought to check with their sports or drama
department).
This compilation
divides the three domains into subdivisions, starting from the simplest behavior
to the most complex. The divisions outlined are not absolutes and there are
other systems or hierarchies that have been devised in the educational and
training world. However, Bloom's taxonomy is easily understood and is probably
the most widely applied one in use today.
The taxonomy provides a useful structure
for us in CellStream and our clients in which to
organize course materials, hands-on labs, and categorize test questions.
The cognitive
domain involves knowledge and the development of intellectual skills. This
includes the recall or recognition of specific facts, procedural patterns, and
concepts that serve in the development of intellectual abilities and skills.
There are six major categories, which are listed in order below, starting from
the simplest behavior to the most complex. The categories can be thought of as
degrees of difficulties. That is, the first one must be mastered before the next
one can take place.
Knowledge
At this level,
one simply requires the recall of acquired knowledge. WARNING! A test at this
level can easily become a "Trivial Pursuit" exercise!
-
observation
and recall of information
-
knowledge of
dates, events, places
-
knowledge of
major ideas
-
mastery of
subject matter
-
Question
Cues:
list, define, tell, describe, identify, show, label, collect, examine,
tabulate, quote, name, who, when, where, etc.
Examples: Recite
a policy. Quote prices from memory to a customer. Knows the safety rules.
Key
Skills/Abilities Developed: defines, describes, identifies, knows, labels,
lists, matches, names, outlines, recalls, recognizes, reproduces, selects,
states.
Comprehension
At this level,
knowledge of facts, theories, procedures etc. is assumed, and one tests for
understanding of this knowledge.
-
understanding information
-
grasp
meaning
-
translate
knowledge into new context
-
interpret
facts, compare, contrast
-
order,
group, infer causes
-
predict
consequences
-
Question
Cues:
summarize, describe, interpret, contrast, predict, associate, distinguish,
estimate, differentiate, discuss, extend
Examples:
Rewrites the principles of test writing. Explain in one's own words the steps
for performing a complex task. Translates an equation into a computer
spreadsheet.
Key
Skills/Abilities Developed: comprehends, converts, defends, distinguishes,
estimates, explains, extends, generalizes, gives
Application
In order to
classify a question into this group, ask yourself if prior knowledge of the
background to the question is assumed to be both known and understood, and
whether one is merely expected to apply this knowledge and understanding.
-
use
information
-
use methods,
concepts, theories in new situations
-
solve
problems using required skills or knowledge
-
Questions
Cues:
apply, demonstrate, calculate, complete, illustrate, show, solve, examine,
modify, relate, change, classify, experiment, discover
Examples: Use a
manual to calculate an employeeís vacation time. Apply laws of statistics to
evaluate the reliability of a written test.
Key
Skills/Abilities Developed: applies, changes, computes, constructs,
demonstrates, discovers, manipulates, modifies, operates, predicts, prepares,
produces, relates, shows, solves, uses.
Analysis
At this level,
one separates material or concepts into component parts so that its
organizational structure may be understood. Distinguishes between facts and
inferences.
-
seeing
patterns
-
organization
of parts
-
recognition
of hidden meanings
-
identification of components
-
Question
Cues:
analyze, separate, order, explain, connect, classify, arrange, divide,
compare, select, explain, infer
Examples:
Troubleshoot a piece of equipment by using logical deduction. Recognize logical
fallacies in reasoning. Gathers information from a department and selects the
required tasks for training.
Key
Skills/Abilities Developed: analyzes, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates, selects, separates.
Synthesis
At this level,
one builds a structure or pattern from diverse elements. Put parts together to
form a whole, with emphasis on creating a new meaning or structure.
-
use old
ideas to create new ones
-
generalize
from given facts
-
relate
knowledge from several areas
-
predict,
draw conclusions
-
Question
Cues:
combine, integrate, modify, rearrange, substitute, plan, create, design,
invent, what if?, compose, formulate, prepare, generalize, rewrite
Examples: Write
a company operations or process manual. Design a machine to perform a specific
task. Integrates training from several sources to solve a problem. Revises and
process to improve the outcome.
Key
Skills/Abilities Developed: categorizes, combines, compiles, composes, creates,
devises, designs, explains, generates, modifies, organizes, plans, rearranges,
reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells,
writes.
Evaluation
At this level,
one is asked to pass judgement on, for example, the logical consistency of
written material, the validity of experimental procedures or interpretation of
data.
-
compare and
discriminate between ideas
-
assess value
of theories, presentations
-
make choices
based on reasoned argument
-
verify value
of evidence
-
recognize
subjectivity
-
Question
Cues
assess, decide, rank, grade, test, measure, recommend, convince, select,
judge, explain, discriminate, support, conclude, compare, summarize
Examples: Select
the most effective solution. Hire the most qualified candidate. Explain and
justify a new budget.
Key
Skills/Abilities Developed: appraises, compares, concludes, contrasts,
criticizes, critiques, defends, describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes, supports.
This domain
includes the manner in which we deal with things emotionally, such as feelings,
values, appreciation, enthusiasms, motivations, and attitudes. The five major
categories listed the simplest behavior to the most complex:
Receiving Phenomena
Awareness,
willingness to hear, selected attention.
Examples: Listen
to others with respect. Listen for and remember the name of newly introduced
people.
Key
Skills/Abilities Developed: asks, chooses, describes, follows, gives, holds,
identifies, locates, names, points to, selects, sits, erects, replies, uses.
Responding to Phenomena
Active
participation on the part of the learners. Attends and reacts to a particular
phenomenon. Learning outcomes may emphasize compliance in responding,
willingness to respond, or satisfaction in responding (motivation).
Examples:
Participates in class discussions. Gives a presentation. Questions new ideals,
concepts, models, etc. in order to fully understand them. Know the safety rules
and practices them.
Key
Skills/Abilities Developed: answers, assists, aids, complies, conforms,
discusses, greets, helps, labels, performs, practices, presents, reads, recites,
reports, selects, tells, writes.
Valuing
The worth or
value a person attaches to a particular object, phenomenon, or behavior. This
ranges from simple acceptance to the more complex state of commitment. Valuing
is based on the internalization of a set of specified values, while clues to
these values are expressed in the learnerís overt behavior and are often
identifiable.
Examples:
Demonstrates belief in the democratic process. Is sensitive towards individual
and cultural differences (value diversity). Shows the ability to solve
problems. Proposes a plan to social improvement and follows through with
commitment. Informs management on matters that one feels strongly about.
Key
Skills/Abilities Developed: completes, demonstrates, differentiates, explains,
follows, forms, initiates, invites, joins, justifies, proposes, reads, reports,
selects, shares, studies, works.
Organization
Organizes values
into priorities by contrasting different values, resolving conflicts between
them, and creating an unique value system. The emphasis is on comparing,
relating, and synthesizing values.
Examples:
Recognizes the need for balance between freedom and responsible
behavior. Accepts responsibility for oneís behavior. Explains the role of
systematic planning in solving problems. Accepts professional ethical
standards. Creates a life plan in harmony with abilities, interests, and
beliefs. Prioritizes time effectively to meet the needs of the organization,
family, and self.
Key
Skills/Abilities Developed: adheres, alters, arranges, combines, compares,
completes, defends, explains, formulates, generalizes, identifies, integrates,
modifies, orders, organizes, prepares, relates, synthesizes.
Internalizing values (characterization)
Has a value
system that controls their behavior. The behavior is pervasive, consistent,
predictable, and most importantly, characteristic of the learner. Instructional
objectives are concerned with the student's general patterns of adjustment
(personal, social, emotional).
Examples: Shows
self-reliance when working independently. Cooperates in group
activities (displays teamwork). Uses an objective approach in problem solving.
Displays a professional commitment to ethical practice on a daily basis.
Revises judgments and changes behavior in light of new evidence. Values people
for what they are, not how they look.
Key
Skills/Abilities Developed: acts, discriminates, displays, influences, listens,
modifies, performs, practices, proposes, qualifies, questions, revises, serves,
solves, verifies.
The psychomotor
domain 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. The seven
major categories listed the simplest behavior to the most complex:
Perception
The ability to
use sensory cues to guide motor activity. This ranges from sensory stimulation,
through cue selection, to translation.
Examples:
Detects non-verbal communication cues. Estimate where a ball will land after it
is thrown and then moving to the correct location to catch the ball. Adjusts
heat of stove to correct temperature by smell and taste of food. Adjusts the
height of the forks on a forklift by comparing where the forks are in relation
to the pallet.
Key
Skills/Abilities Developed: chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects.
Set
Readiness to
act. It includes mental, physical, and emotional sets. These three sets are
dispositions that predetermine a personís response to different situations
(sometimes called mindsets).
Examples: Knows
and acts upon a sequence of steps in a manufacturing process. Recognize oneís
abilities and limitations. Shows desire to learn a new process (motivation).
NOTE: This subdivision of Psychomotor is closely related with the "Responding to
phenomena" subdivision of the Affective domain.
Key
Skills/Abilities Developed: begins, displays, explains, moves, proceeds, reacts,
shows, states, volunteers.
Guided Response
The early stages
in learning a complex skill that includes imitation and trial and error.
Adequacy of performance is achieved by practicing.
Examples:
Performs a mathematical equation as demonstrated. Follows instructions to build
a model. Responds hand-signals of instructor while learning to operate a
forklift.
Key
Skills/Abilities Developed: copies, traces, follows, react, reproduce, responds
Mechanism
This is the
intermediate stage in learning a complex skill. Learned responses have become
habitual and the movements can be performed with some confidence and
proficiency.
Examples: Use a
personal computer. Repair a leaking faucet. Drive a car.
Key
Skills/Abilities Developed: assembles, calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes,
organizes, sketches.
Complex Overt Response
The skillful
performance of motor acts that involve complex movement patterns. Proficiency is
indicated by a quick, accurate, and highly coordinated performance, requiring a
minimum of energy. This category includes performing without hesitation, and
automatic performance. For example, players are often utter sounds of
satisfaction or expletives as soon as they hit a tennis ball or throw a
football, because they can tell by the feel of the act what the result will
produce.
Examples: Maneuvers a car into a tight parallel parking spot. Operates a
computer quickly and accurately. Displays competence while playing the piano.
Key
Skills/Abilities Developed: assembles, builds, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures,
mends, mixes, organizes, sketches. NOTE: The Key Skills/Abilities Developed are
the same as Mechanism, but will have adverbs or adjectives that indicate that
the performance is quicker, better, more accurate, etc.
Adaptation
Skills are well
developed and the individual can modify movement patterns to fit special
requirements.
Examples: Responds effectively to unexpected experiences. Modifies instruction
to meet the needs of the learners. Perform a task with a machine that it was not
originally intended to do (machine is not damaged and there is no danger in
performing the new task).
Key
Skills/Abilities Developed: adapts, alters, changes, rearranges, reorganizes,
revises, varies.
Origination
Creating new
movement patterns to fit a particular situation or specific problem. Learning
outcomes emphasize creativity based upon highly developed skills.
Examples: Constructs a new theory. Develops a new and comprehensive training
programming. Creates a new gymnastic routine.
Key
Skills/Abilities Developed: arranges, builds, combines, composes, constructs,
creates, designs, initiate, makes, originates.
*
From Benjamin S. Bloom Taxonomy of educational
objectives.
Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson
Education.
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