How Asking The Right Questions Ensures Effective Learning.
Bloom's Taxonomy was created by Benjamin Bloom during the 1950s and is a way to categorize the levels of reasoning skills required in classroom situations. There are six levels in the taxonomy, each requiring a higher level of abstraction from the students. To create thinkers as opposed to students who simply recall information, we must incorporate the higher levels into lesson plans and tests.
Knowledge: In the knowledge level of Bloom's Taxonomy,
questions are asked solely to test whether a student has gained specific
information from the lesson. It also includes knowledge of the main ideas that
are being taught. You are probably writing knowledge questions when you use
words like tell, list, label, name, recall, define, identify, who,etc.
Comprehension: The comprehension level of Bloom's Taxonomy has students go past simply recalling facts and instead has them understanding the information. With this level, they will be able to interpret the facts. Comprehension moves beyond the basic parroting of facts found at the knowledge level. You are probably writing comprehension questions when you use words like describe, contrast, discuss, predict, translate,understand,distinguish,estimate,explain,generalize,rewrite,etc.
Application: Application questions are those where students have to actually apply, or use, the knowledge they have learned. They might be asked to solve a problem with the information they have gained in class being necessary to create a viable solution. Students are expected to use concepts they’ve learned in new situations.You are probably writing application questions when you use words like construct, demonstrate, manipulate, predict, use, apply, complete, solve, examine, illustrate, show, etc.
Analysis: In the analysis level, students will be required to go beyond knowledge and application and actually see patterns that they can use to analyze a problem; students use their own judgment to begin analyzing the knowledge they have learned. At this point, they begin understanding the underlying structure to knowledge and also are able to distinguish between fact and opinion. You are probably writing analysis questions when you use words like explain, investigate, infer, analyze, compare, contrast, differentiate, distinguish, illustrate, infer, relate, diagram, etc.
Synthesis: With synthesis, students are required to use the given facts to create new theories or make predictions. They might have to pull in knowledge from multiple subjects and synthesize this information before coming to a conclusion. Students put the parts they’ve learned together into a whole to create a new meaning or structure. They might also create a new pattern out of numerous diverse elements from other curriculum areas.You are probably writing synthesis questions when you use words like invent, imagine, create, compose, synthesize, categorize, compile, modify, organize, rearrange, reconstruct, reorganize, summarize, write, explain, etc.
Evaluation:The top level of Bloom's Taxonomy is evaluation. Here students are expected to assess information and come to a conclusion such as its value or the bias behind it. Students make judgments about the value of ideas, items, materials, and more.You are probably writing evaluation questions when you use words like select, judge, debate, recommend, evaluate, appraise, conclude, criticize, critique, etc.
Comprehension: The comprehension level of Bloom's Taxonomy has students go past simply recalling facts and instead has them understanding the information. With this level, they will be able to interpret the facts. Comprehension moves beyond the basic parroting of facts found at the knowledge level. You are probably writing comprehension questions when you use words like describe, contrast, discuss, predict, translate,understand,distinguish,estimate,explain,generalize,rewrite,etc.
Application: Application questions are those where students have to actually apply, or use, the knowledge they have learned. They might be asked to solve a problem with the information they have gained in class being necessary to create a viable solution. Students are expected to use concepts they’ve learned in new situations.You are probably writing application questions when you use words like construct, demonstrate, manipulate, predict, use, apply, complete, solve, examine, illustrate, show, etc.
Analysis: In the analysis level, students will be required to go beyond knowledge and application and actually see patterns that they can use to analyze a problem; students use their own judgment to begin analyzing the knowledge they have learned. At this point, they begin understanding the underlying structure to knowledge and also are able to distinguish between fact and opinion. You are probably writing analysis questions when you use words like explain, investigate, infer, analyze, compare, contrast, differentiate, distinguish, illustrate, infer, relate, diagram, etc.
Synthesis: With synthesis, students are required to use the given facts to create new theories or make predictions. They might have to pull in knowledge from multiple subjects and synthesize this information before coming to a conclusion. Students put the parts they’ve learned together into a whole to create a new meaning or structure. They might also create a new pattern out of numerous diverse elements from other curriculum areas.You are probably writing synthesis questions when you use words like invent, imagine, create, compose, synthesize, categorize, compile, modify, organize, rearrange, reconstruct, reorganize, summarize, write, explain, etc.
Evaluation:The top level of Bloom's Taxonomy is evaluation. Here students are expected to assess information and come to a conclusion such as its value or the bias behind it. Students make judgments about the value of ideas, items, materials, and more.You are probably writing evaluation questions when you use words like select, judge, debate, recommend, evaluate, appraise, conclude, criticize, critique, etc.
Things to Consider While Implementing Bloom's Taxonomy:
The reason that some teachers fail to move students up the levels of Bloom's Taxonomy are many. For example, a teacher might have low expectations concerning the students' abilities. This is just sad and becomes a self fulfilling prophecy. Another reason might be that it can become difficult and time consuming for the teacher. It is a complete truth that it is much easier to grade assignments based on the lower levels than on the higher levels. In fact, as you move up Bloom's Taxonomy, you will find that rubrics become more important to ensure fair, accurate, and quick grading.
Definition of Rubric: A rubric is a tool
that teachers use to assess many different types of assignments including
written work, projects, speeches, and more. The teacher creates a set of
criteria, a narrative to explain that criteria, and a point value associated
with that criteria. When rubrics are given to the students before they complete
their work, they have a better understanding of how they will be assessed. For
important assignments, multiple teachers can grade a student's work using the
same rubric and then those grades can be averaged.
MAKE YOUR LIFE EASIER USING RUBRICS:
Rubrics are basically a simplified way to grade a complicated assignment.
Click here and learn more about Rubrics:
(Click here to see a sample biography of
Mohandas Gandhi which could be graded using the next rubric.)
(Click here to see a rubric to grade sample
biography of Mohandas Ghandi) http://712educators.about.com/cs/biographies/l/blrubricbio.htm
To see a
possible biographical information framework, click
here: http://712educators.about.com/cs/biographies/l/blbioframework.htm
http://712educators.about.com/dlrubricbio.htm (Printer-Friendly Version of Biography Rubric)
In the
end, it is supremely important that we as educators help our students become
critical thinkers. Building on knowledge and helping kids begin to apply,
analyze, synthesize, and evaluate is the key to helping them grow and prosper
in school and beyond.
Citation: Bloom, B. S. (ed.). Taxonomy of Educational
Objectives. Vol. 1: Cognitive Domain. New York: McKay,
1956.
