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TEST-ICT (CIDA)Federal College of Education H-9
Islamabad1
Learning Domains (Tests)Learning Domains (Tests)
Sajid Khan (RP)Sajid Khan (RP)
TEST-ICT
FCE H-9
TEST-ICT (CIDA)Federal College of Education H-9
Islamabad2
BLOOM’S TAXONOMY OF BLOOM’S TAXONOMY OF LEARNING DOMAINSLEARNING DOMAINS
ObjectivesObjectives
After going through this session the you should be able to:-
Understand the educational objectives, Develop quality standard to measure each
level and Apply various levels in practical life
situation.
TEST-ICT (CIDA)Federal College of Education H-9
Islamabad3
IntroductionIntroduction
The Taxonomy of Educational Objectives, often called Bloom's Taxonomy, is a classification of the different objectives that educators set for students (learning objectives). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive.
TEST-ICT (CIDA)Federal College of Education H-9
Islamabad4
Educational Objectives:Educational Objectives:
“Educational Objectives are not only the goals toward which the curriculum is shaped and towards which instruction is guided, but they are also the goals that provide the detail specification for the construction and use of evaluative techniques”
B.S Bloom
TEST-ICT (CIDA)Federal College of Education H-9
Islamabad5
Introduction…. Introduction….
A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.
It Known as Taxonomy for Learning, Teaching, and Assessing",
FOR MORE INFO...
List location or contact for specification (or other related documents) here
TEST-ICT (CIDA)Federal College of Education H-9
Islamabad6
Bloom’s Taxonomy ModelBloom’s Taxonomy Model
Bloom’s Taxonomy model is in three parts, which are given as under:-
Cognitive domainCognitive domain (intellectual, capability. knowledge or think)
Psycho-motor domainPsycho-motor domain (mental and physical skills)
Affective domainsAffective domains (feelings, emotional and behavior attitude)
TEST-ICT (CIDA)Federal College of Education H-9
Islamabad7
Cognitive
Skills in the cognitive domain revolve around knowledge, comprehension, and "thinking through" a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives.
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Islamabad8
Levels Levels There are six levels in the taxonomy, moving through the lowest order processes to the highest:
1.1. Knowledge Knowledge – Exhibit memory of previously-learned materials by recalling facts, terms,
basic concepts and answers Knowledge of specifics - terminology, specific facts
– Knowledge of ways and means of dealing with specifics - conventions, trends and sequences, classifications and categories, criteria, methodology
– Knowledge of the universals and abstractions in a field - principles and generalizations, theories and structures
Questions like: What is...?2.2. Comprehension Comprehension
– Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas
– Translation – Interpretation – Extrapolation
Questions like: How would you compare and contrast...?3.3. Application Application
– Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way
Questions like: Can you organize _______ to show...?
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Islamabad9
Levels Cont…Levels Cont…4.4. AnalysisAnalysis
– Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations
– Analysis of elements – Analysis of relationships – Analysis of organizational principles
Questions like: How would you classify...?5.5. SynthesisSynthesis
– Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions
– Production of a unique communication – Production of a plan, or proposed set of operations – Derivation of a set of abstract relations
Questions like: Can you predict an outcome?6.6. Evaluation Evaluation
– Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria
– Judgments in terms of internal evidence – Judgments in terms of external criteria
Questions like: Do you agree with.....?
TEST-ICT (CIDA)Federal College of Education H-9
Islamabad10
Cognitive (Knowledge)Cognitive (Knowledge)
11. Knowledge: Recall data like recall
2. 2. Comprehension: Understand and comprehend like recognizing information.
3.3. Application: Apply (use) like use or apply knowledge
4. 4. Analysis: (Structure, elements) like interprets elements.
5. 5. Synthesize:Synthesize: (create, build) like develop new structures.
66. Evaluation:. Evaluation: (assess, judge) like assess effectiveness of whole concept
TEST-ICT (CIDA)Federal College of Education H-9
Islamabad11
Bloom's Revised TaxonomyBloom's Revised TaxonomyThis new taxonomy reflects a more active form of thinking and is perhaps more accurateThis new taxonomy reflects a more active form of thinking and is perhaps more accurate
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Affective DomainAffective Domain
Skills in the Affective DomainAffective Domain describe the way people react emotionally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.
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Islamabad13
Levels: Levels: There are five levels in the affective domain moving through the lowest order processes to the highest:
Receiving Receiving – The lowest level; the student passively pays attention. Without this level no
learning can occur. Responding Responding
– The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way.
Valuing Valuing – The student attaches a value to an object, phenomenon, or piece of
information. Organizing Organizing
– The student can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned.
CharacterizingCharacterizing – The student holds a particular value or belief that now exerts influence on
his/her behaviour so that it becomes a characteristic
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PsychomotorPsychomotor
Skills in the psychomotor domainpsychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.
TEST-ICT (CIDA)Federal College of Education H-9
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Psychomotor (Skills)Psychomotor (Skills)
1. Imitation:: (copy) like copy action of another person
2. Manipulation:2. Manipulation: (follow instructions) like reproduce activity.
3. control:3. control: and Develop precision like execute skill reliably.
4. Articulation:4. Articulation: (combine like adapt and integrate). 5. Naturalization5. Naturalization (automatic)
like automated and habit formation
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Islamabad16
B.S Bloom’s Taxonomy of Educational Objectives
Category Category Level Level Statements/ Exemplary Question Statements/ Exemplary Question
Cognitive Recall List the names of main characters of the story?
Comprehension Explain the function of five senses?
Application Show the country Pakistan at world’ map?
Analysis What are the various part body?
Synthesis Design the developmental plan for your school?
Evaluation Justify the Email system?
Affective Receive Are you welling to listen the speech of Dr. Zakir Naik?
Respond How do you react on Haj Hutba?
Value Islam is the best religion, are you agree?
Conceptualization What are the advantages of joint family system?
Internalization Demonstrate offering prayer?
Psychomotor Imitation Through the ball in Imran Khan style?
Manipulation Reproduce the story of naughty boy of your story book?
Precision Show me how the hold hockey sticks?
Articulation How can we adopt educational system of Europe in Pakistan?
Naturalization Drive a car on Motorway,
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Islamabad17
Benefits of Bloom Taxonomy Benefits of Bloom Taxonomy ModelModel
This taxonomy is very helpful in defining the learning outcomes and defining the educational objectives. It helps in lesson Planning and in designing questions for the appraisal of students achievements
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Example of school “A” standard
Affective cognitive
Psycho-motor
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Where to Get More InformationWhere to Get More Information
Taxonomy of Educational Objectives: The Classification of Educational Goals; pp. 201-207; B. S. Bloom (Ed.) Susan Fauer Company, Inc. 1956.
A Taxonomy for Learning, Teaching, and Assessing — A Revision of Bloom's Taxonomy of Educational Objectives; Lorin W. Anderson, David R. Krathwohl, Peter W. Airasian, Kathleen A. Cruikshank, Richard E. Mayer, Paul R. Pintrich, James Raths and Merlin C. Wittrock (Eds.) Addison Wesley Longman, Inc. 2001
Learning Domains or Bloom's Taxonomy - Donald R. Clark Paul, R. (1993). Critical thinking: What every person needs to
survive in a rapidly changing world (3rd ed.). Rohnert Park, California: Sonoma State University Press.
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ScheduleSchedule
Review high-level schedule milestones here
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List location or contact for detailed schedule (or other related documents) here
Jan Feb Mar Apr May Jun July Sep Oct Nov Dec
Phase 1Phase 1
Phase 2Phase 2
Phase 3Phase 3
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Islamabad21
Any Question ?Any Question ?
For any comments and suggestions: [email protected]@gmail.com