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Learning Taxonomies

Bloom’s Taxonomy(As revised by Anderson et al 2001)

Biggs’ Proposed Levels of Attainment Biggs’ & Collis’ SOLO Taxonomy

Synthesis /creationDesign, organize, formulate, propose.

A:The very best understanding.

Extended Abstract ThinkingTheoriesGeneralizeReflect evaluate

EvaluationJudge, appraise, evaluate, compare, assess.

B:Highly Satisfactory.

Relational ThinkingExplainAnalyzeCompareApply

AnalysisDistinguish, analyze, calculate, test, inspect C:

Quite Satisfactory.Multi-structural ThinkingClassifyComment upon

ApplicationApply, use, demonstrate, illustrate, practice. D :

Just a passUni-structural StateDescribe

ComprehensionExplain, describe, discuss, recognize.

E:Fail

Pre-structural

KnowledgeDefine, list, name, recall, record.

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TRANSPARENT REQUIREMENTS

Competence

• Learning outcomes

• Specify the essential learning, focused on results.

• Define the minimum acceptable standards of what students are expected to do after completing a course or programme.

• Spell out what the student are expected to do in observable and measurable terms

• Are being described by using active verbs.

Performance = behavior the students shows and thus can be assessed.

Example; outcomes of course

Students are able to:

Student know the basic concepts 1.Define what learning outcomes are

of learning outcomes 2.To interpret the concepts in the light of educational theory

3.Design the learning outcomes of a course unit.

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The Knowledg

e Dimension

Bloom’s Revised Taxonomy Worksheet

Cognitive Process Dimension1 Remember

Recognizing or recalling knowledge, facts or concepts.

Verbs: define, describe, identify, know, label, list, match, name, outline, recall, recognize, reproduce, select, state, locate

2 Understand

Constructing meaning from instructional messages.

Verbs: illustrate, defend, compare, distinguish, estimate, explain, classify, generalize, interpret, paraphrase, predict, rewrite, summarize, translate

3 Apply

Using ideas and concepts to solve problems.

Verbs: implement, organize, dramatize, solve, construct, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, choose

4 Analyze

Breaking something down into components, seeing relationships and an overall structure.

Verbs: analyze, break down, compare, select, contrast, deconstruct, discriminate, distinguishes, identify, outline

5 Evaluate

Making judgments based on criteria and standards.

Verbs: rank, assess, monitor, check, test, judge

6 Create

Reorganize diverse elements to form a new pattern or structure.

Verbs: generate, plan, compose, develop, create, invent, organize, construct, produce, compile, design, devise

Factual Knowledge

Basic elements used to communicate, understand, organize a subject: terminology, scientific terms, labels, vocabulary, jargon, symbols or representations; and specific details such as knowledge of events, people, dates, sources of information.Conceptual Knowledge

Knowledge of classifications and categories, principles, theories, models or structures of a subject.Procedural Knowledge

Knowing how to do something: performing skills, algorithms, techniques or methods.Metacognitive Knowledge

The process or strategy of learning and thinking; an awareness of one’s own cognition, and the ability to control, monitor, and regulate one’s own cognitive process.

Developed by Lisa O’Reilly, MA. Based on Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

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EXAMPLE: COMMON BODY OF COMPETENCE

•Students develop skill in a critical thinking, clear and thoughtful communication, creative expression and honest

open inquiry

•Students develop mastery of a specific major and an understanding of the connection among disciplines.

•Students develop respect for differences among people and ideas and learn to clarify and articulate their own values.

•Students demonstrate that they are responsible, engaged citizens.

PEER CONSULTATION:

Defining learning outcomes

1. Please define the learning outcomes students have to master in order to acquire the competence of critical

thinking or scientific writing or strategic thinking .

2. What could the student be expected to do to achieve the defined learning outcomes?

Bloom's Taxonomy Verbs Use verbs aligned to Bloom's Taxonomy to create discussion questions and lesson Plans that ensure your students'

thinking progresses to higher levels. Knowledge ComprehendCountDefineDescribeDrawEnumerateFindIdentifyLabelListMatchName

QuoteRecallReciteRecordReproduceSelectSequenceStateTellViewWrite

ClassifyCiteConcludeConvertDescribeDiscussEstimateExplainGeneralizeGive examplesIllustrate

InterpretLocateMake senseParaphrasePredictReportRestateReviewSummarizeTraceUnderstand

Apply AnalyzeActAdministerArticulateAssessChangeChartChooseCollectComputeConstructContributeControlDemonstrateDetermineDevelopDiscoverDramatizeDrawEstablishExtend

ImitateImplementInterviewIncludeInformInstructPaintParticipatePredictPrepareProduceProvideRelateReportSelectShowSolveTransferUseUtilize

Break downCharacterizeClassifyCompareContrastCorrelateDebateDeduceDiagramDifferentiateDiscriminateDistinguishExamineInterpretLocateMake sense ofParaphrasePredict

ReportRestateReviewSummarizeTraceUnderstand FocusIllustrateInferLimitOutlinePoint outPrioritizeRecognizeResearchRelateSeparateSubdivide

Synthesize EvaluateAdaptAnticipateCategorizeCollaborateCombineCommunicateCompareCompileComposeConstructContrastCreateDesignDevelopDeviseExpressFacilitateFormulateGenerateIncorporateIndividualizeInitiate

Integrate InterveneInventMake upModelModifyNegotiateOrganizePerformPlanPretendProduceProgressProposeRearrangeReconstructReinforceReorganizeReviseRewriteStructureSubstituteValidate

AppraiseArgueAssessChooseCompare & ContrastConcludeCriticizeCritiqueDecideDefendEvaluate

InterpretJudgeJustifyPredictPrioritizeProveRankRateReframeSelectSupport

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