bloom quiz (1)
TRANSCRIPT
The New Bloom’s Taxonomy
An Interactive Quiz Game
Developed by Nancy Andrews, Emily Hodge, and Amy McElveen
Instructions
• On the next slide (Question Index), click a question number.
• Click your selected response on the question slide. If you are correct, continue to the next question. If not, return to the question and try again.
• Click the button to begin.
Question IndexClick on a question number to select it.
1 7
2 8
3 9
4 10
5 11
6 12
What was the central focus of Bloom’s life work?
a. Creating a diagram to organize his six levels of thought
b. Improving student learning
c. Classifying the affective and psychomotor domains
Which of the following is NOT a benefit of Bloom’s Taxonomy?
a. It creates common ground for discussions about educational goals and objectives.
b. It helps ensure the alignment of objectives with standards and assessments.
c. It is sufficient as the only model teachers need to use to be successful.
Mrs. Macintosh wants her students to compare and contrast two Native American folktales and the
cultures each represents. At which level of thought is Mrs. Macintosh asking her students to work
according to Bloom’s Taxonomy?
a. Remembering
b. Understanding
c. Analyzing
Mrs. Smith has asked her students to classify the items in a diagram as living or
nonliving. At what level of Bloom’s Taxonomy is she having her students think?
a. Understanding
b. Applying
c. Evaluating
How has Bloom’s Taxonomy changed from its original version to the revised version?
a. New uses, terminology, and domain
b. New terminology, structure, and emphasis
c. New examples, categories, and classifications
Students in Mrs. McElveen’s class have been asked to read a research article and summarize it in their own words. At which level of Bloom’s Taxonomy is
she asking them to think?
a. Understanding
b. Remembering
c. Applying
Mrs. Hodge has asked students to list every possible way to answer the math word problem on the board. Then she asks them to choose the best method for solving the problem and to defend their answers. At which level of Bloom’s Taxonomy is
she asking them to think?
a. Creating
b. Analyzing
c. Evaluating
Which two dimensions are used in the Taxonomy Table?
a. Knowledge and Cognitive Process
b. Meta-cognitive Process and Understanding
c. Knowledge and Classification
1. Place the events of the story in chronological order. 2. Write a new ending for the story. 3. Choose one of the story’s characters as a “best friend” and justify
your choice.
4. On what date did this story begin?
Mrs. Andrews assigned the following tasks as part of a reading lesson. Place them in order of their location on the revised Bloom’s Taxonomy from
lowest to highest.
a. 1, 2, 3, 4b. 4, 1, 3, 2
c. 4, 1, 2, 3d. 1, 4, 3, 2
Which of the following statements describes how the revised Bloom’s Taxonomy differs from
the original?
a. It uses verbs instead of nouns.b. Creating has replaced Evaluation as the hig
hest level.c. The taxonomy is two-dimensional.d. All of the above
Mr. Jones knows that the new Bloom’s Taxonomy Table can help him write better lesson objectives. He
wants to write one that will require his students to apply the factual knowledge they have learned.
According to the table, what verb might he use in an assignment that will accomplish this?
a. Describe b. Summarizec. Assess d. Classify
The original Bloom group met for the purpose of helping
a. university professors who wanted to classify objectives, experiences, processes, and evaluation questions.
b. classroom teachers who had been criticized by education experts for focusing on low-level student tasks.
c. business trainers who wanted their employees to be more imaginative.
Yes! Good Job!
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