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Educational Testing & Grading, Professor Gregory E. Stone.
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Taxonomiesin Learning Objectives
Taxonomies help to organizeour thought process.
Ensures higher level skillsets.
Taxonomiesin Learning Objectives
Action + Intent = Objective
Content
Taxonomiesin Learning Objectives
Action + Intent = Objective
SkillLevel
Same ContentDifferent Skills
Language Arts
Read Dick and Jane Summarize Dick and Jane Compose a unique Dick and Jane story
Three PrincipleSkill Facets
What we commonly refer to as “intelligence” or scholastic abilities.
Cognitive
Three PrincipleSkill Facets
Process of developing andinternalizing a set ofsocietal traits and values.
Affective
Three PrincipleSkill Facets
Basic and advanced motor expressions of affect and cognition.
Psychomotor
Taxonomic Pioneers
Bloom’s TaxonomyBloom
Affective TaxonomyMasia
Alternative TaxonomyGagné
Benjamin Bloom’sCOGNITIVE TAXONOMY
Taxonomies are Hierarchical
Lower Levels Higher Levels
Most common Least common
Using Taxonomiesin Learning Objectives
KnowledgeComprehension
ApplicationAnalysis
SynthesisEvaluation
KnowledgeBloom’s Cognitive Taxonomy Level 1
Requires student to recall memorized information
Define List RecallIdentify Know
KnowledgeBloom’s Cognitive Taxonomy Level 1
Define the meaning of a concept.Identify simple shapes.List the parts of a cell.Know mathematical operation signs.Match flags to appropriate country.
ComprehensionBloom’s Cognitive Taxonomy Level 2
Use the information in familiar situations without intimate understanding
Explain Infer SummarizeParaphrase Distinguish
ComprehensionBloom’s Cognitive Taxonomy Level 2
Summarize the main events of a story.Discriminate between styles of painting.Distinguish living from inanimate objects.Determine greatest from least.Describe differences in math operations.
ApplicationBloom’s Cognitive Taxonomy Level 3
Use previous knowledge in a new and different setting
Solve Produce ComputeOrganize (New Situation)
ApplicationBloom’s Cognitive Taxonomy Level 3
Compute the sum of fractions (in aqualitatively different way than in class).
Create a simple short story.Organize a logical progression.
AnalysisBloom’s Cognitive Taxonomy Level 4
Dissect (break down) a conceptinto its component parts
Diagram Outline DeduceHigh level Discriminate Illustrate
AnalysisBloom’s Cognitive Taxonomy Level 4
Distinguishes fact from opinion.Deduces valid conclusions from data.Identifies assumptions underlying concept.
SynthesisBloom’s Cognitive Taxonomy Level 5
Produce unique or original thoughts by piecing together existing elements in new whole
Compose Create DesignFormulate Categorize
SynthesisBloom’s Cognitive Taxonomy Level 5
Compose a unique ending to anunfinished story.
Design a new scientific experiment
EvaluationBloom’s Cognitive Taxonomy Level 6
Formulate judgements about the value of a concept/thing using a set of specified criteria
Compare Contrast SupportInterpret Conclude
EvaluationBloom’s Cognitive Taxonomy Level 6
Judge a sample writing based upon given criteria.Compare and contrast political systems.Compare and contrast simple opposites.Support the argument than DaVinci was a “master painter”.
Gagné’sCOGNITIVE TAXONOMY
While Bloom focused on developmental “Mastery”, Gagné concentrated on developmental “Logic”
Verbal InformationDiscrimination
Concrete ConceptsDefined Concepts
RulesHigher Order Rules
Gagné’sCOGNITIVE TAXONOMY
Verbal InformationGagné’s Cognitive Taxonomy Level 1
Akin to Bloom’s Knowledge (Recall) level.
Memorize Remember
DiscriminationGagné’s Cognitive Taxonomy Level 2
Relating to stimuli - determining similarities and differences.
Have I seen it before?
Concrete ConceptsGagné’s Cognitive Taxonomy Level 3
Identifying physical objects that have a specified characteristics.
This is an apple because it has apple qualities
Defined ConceptsGagné’s Cognitive Taxonomy Level 4
Understanding abstract levels of classification.
Can distinguish a noun from a verb
RulesGagné’s Cognitive Taxonomy Level 5
Applying principles that regulate the relationship between objects.
Compose simple sentences Solve standard math problems
Higher Order RulesGagné’s Cognitive Taxonomy Level 6
Combining a series of rules into a single, more complex rule / to solve a new problem.
Write a unique story Solve a novel science problem
Bloom & Masia’sAFFECTIVE TAXONOMY
Provides theoretical framework within which the ideas, beliefs, attitudes, etc. of others/society are internalized by a person.
Receiving (Attending)
Responding
ValuingOrganizing
Characterizing Value
Bloom & Masia’sAFFECTIVE TAXONOMY
by a
Receiving (Attending)Bloom & Masia’s Affective Taxonomy Level 1
An awareness of the object and a willingness to listen, watch.
At the top of the range, the student can distinguish what is and is not related to the object..
RespondingBloom & Masia’s Affective Taxonomy Level 2
Student actively participates.
At first, just “acceptance”.
Later we hope students will approach with “willingness” & “satisfaction”.
ValuingBloom & Masia’s Affective Taxonomy Level 3
Judges activity on it’s “worthiness” - according to a consistent pattern.
Minimally “accepts the idea”.Then “prefers the idea”.Finally, “conviction for the idea”.
OrganizationBloom & Masia’s Affective Taxonomy Level 4
The many ideas become interrelated.
An “organization” suggests the start of the conceptualization of a value system.
Characterizing ValueBloom & Masia’s Affective Taxonomy Level 5
Students behave in a way consistent with their value system - avoiding hypocritical behavior (behaving with almost perfect consistency).
by a
ExampleBloom & Masia’s Affective Taxonomy
Johnny finds biology totally boring.
Ms. Jones assigns a paper about the importance of biology as a science.
How could Affect help us?
ExampleBloom & Masia’s Affective Taxonomy
Johnny finds biology totally boring.
Ms. Jones assigns a paper about the importance of biology as a science.
Receiving
Responding or Valuing
PsychomotorTAXONOMY (Harrow)
From involuntary reactions to complex movements - the psychomotor taxonomy examines the relationship between body and intent.
PsychomotorTAXONOMY (Harrow)
Reflex MovementsBasic Fundamental Movements
Perceptual AbilitiesPhysical Abilities
Skilled MovementsNondiscursive Communication
Low LevelsPsychomotor Taxonomy
Reflex Movements
Basic Fundamental Movements
Involuntary movements (autonomic)
Simple, but inherent to more complex movements
Middle LevelsPsychomotor Taxonomy
Perceptual Abilities
Physical Abilities
Perceptions sent to the brain that affects motor movements
The physical self that enables smooth and efficient movements
Highest LevelsPsychomotor Taxonomy
Skilled Movements
Nondiscursive CommunicationLearned complex tasks
Communication through movement (facial expressions, dance moves, etc.)
Plan your ActionsUsing the Taxonomies
It is important to consider the taxonomic structure - otherwise we run the real risk of addressing one, usually low, level of activity.
Group Exercise!
Meet with your group for the next 20 minutes.
