FIELD STUDY 2 MODULE 1 EPISODE 4.docx
- 1. FIELD STUDY 2 LEARNING EPISODE 4 THE NEW TAXONOMY OF EDUCATIONAL OBJECTIVES: THE LEVELS OF LEARNING ACTIVITIES
- 2. Bloom’s Revised Taxonomy There are six levels of cognitive learning according to the revised version of Bloom's Taxonomy. Each level is conceptually different. The six levelsare remembering,understanding, applying, analyzing, evaluating,and creating. Using Bloom's Revised Taxonomy in Assessment These levels can be helpful in developing learning outcomesbecause certain verbs are particularly appropriate at each level and not appropriate at other levels(though some verbs are useful at multiple levels).A student might list presidentsor proteins or participles to demonstrate that they remember something they learned, but generating a list does not demonstrate (for example) that the student is capable of evaluating the contribution of multiple presidents to American politics or explaining protein folding or distinguishing between active and passive participles. Remember Definition: retrieve, recall,or recognize relevant knowledge from long-term memory (e.g.,recall dates of important events in U.S. history, remember the componentsof a bacterial cell). Appropriate learning outcome verbs for this level include: cite, define, describe, identify, label, list, match, name, outline, quote, recall, report, reproduce, retrieve, show, state, tabulate, and tell. Understand Definition: demonstrate comprehension through one or more forms of explanation (e.g., classify a mental illness,compare ritual practices in two different religions). Appropriate learning outcome verbs for this level include: abstract, arrange, articulate, associate, categorize, clarify, classify, compare, compute, conclude, contrast, defend, diagram, differentiate, discuss, distinguish, estimate, exemplify, explain, extend, extrapolate, generalize, give examples of, illustrate, infer, interpolate, interpret, match, outline, paraphrase, predict, rearrange, reorder, rephrase, represent, restate, summarize, transform, and translate. Apply
- 3. Definition: use information or a skill in a new situation (e.g.,use Newton's second law to solve a problem for which it is appropriate, carry out a multivariate statistical analysisusing a data set not previously encountered). Appropriate learning outcome verbs for this level include: apply, calculate, carry out, classify, complete, compute, demonstrate, dramatize, employ, examine, execute, experiment, generalize, illustrate, implement, infer, interpret, manipulate, modify, operate, organize, outline, predict, solve, transfer, translate, and use. Analyze Definition: break material into its constituent parts and determine how the parts relate to one another and/or to an overall structure or purpose (e.g., analyze the relationshipbetween different flora and fauna in an ecological setting; analyze the relationshipbetween different characters in a play; analyze the relationshipbetween different institutions in a society). Appropriate learning outcome verbs for this level include: analyze, arrange, break down, categorize, classify, compare, connect, contrast, deconstruct, detect, diagram, differentiate, discriminate, distinguish, divide, explain, identify, integrate, inventory, order, organize, relate, separate, and structure. Evaluate Definition: make judgmentsbased on criteria and standards (e.g., detect inconsistencies or fallacies within a process or product, determine whether a scientist's conclusions follow from observed data, judge which of two methods is the way to solve a given problem, determine the quality of a product based on disciplinarycriteria).Appropriate learning outcome verbs for this level include: appraise, apprise, argue, assess, compare, conclude, consider, contrast, convince, criticize, critique, decide, determine, discriminate, evaluate, grade, judge, justify, measure, rank, rate, recommend, review, score, select, standardize, support, test, and validate. Create Definitions: put elements together to form a new coherent or functional whole; reorganize elements into a new pattern or structure (design a new set for a theater production, write a thesis,developan alternative hypothesisbased on criteria, invent a product, compose a piece of music, write a play). Appropriate learningoutcome verbs for this level include: arrange, assemble, build, collect, combine, compile, compose, constitute, construct, create, design, develop, devise, formulate, generate, hypothesize, integrate, invent, make, manage, modify, organize, perform, plan, prepare, produce, propose, rearrange, reconstruct, reorganize, revise, rewrite, specify, synthesize, and write. Source: Anderson, Lorin W., and David R. Krathwohl,eds. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Addison Wesley Longman, Inc. Bloom identified “domains of educational activities with categories of educational activities with those domains: Domain Categories of Activities/Levels of Processing Cognitive 1. Remembering 2. Understanding 3. Applying 4. Analyzing 5. Evaluating 6. Creating Affective 1. Receiving 2. Responding 3. Valuing 4. Organizing 5. Internalizing Psychomotor 1. Reflex Movements 4. Physical Activities 2. Basic Fundamental movement 5. Skilled movements 3. Perceptual 6. Non-discursive communication (Harlow,A.) Table 1. Bloom’s Domain of Learning with Categories of Educational Activities
- 4. Information • self-system • metacognitive system Mental Procedures • knowledge ulitization (cognitive) • analysis (cognitive) Psychomotor Procedures • comprehension (cognitive) • retrieval (cognitive) For Kendall and Manzano, the three (3) domains = information, mental procedures and psychomotor procedures – are processed in six (6) different levels. See Figure below. Kendall and Manzano’s different levels of processing information,mental and psychomotor procedures. Each level of processing can operate within each of the three domains – Information, Mental Procedures, Psychomotor Procedures The first four levels of processing are cognitive,beginningwith “Retrieval”the least complex, then moving upward with increasing complexity through “Comprehension”, “Analysis” and “Knowledge Utilization.” The fifth level of processing, the Metacognitive System, involves the learner’s specification of learninggoals, monitoring of the learner’s own process, clarityand accuracy of learning.Simply put involves the learner’s organization of his/her own learning. The sixth level of processing the Self-Sytem,involves the learner’s examinationof the importance of the learning task and his/her self-efficacy. It also involves the learner’s emotional response to the learning task and his/her motivation regarding it. BLOOM KENDALL AND MANZANO Domains of Learning Revised Bloom’s Taxonomy, Cognitive Domain New Taxonomy Domains of Knowledge COGNITIVE 6-Creating 6-Self-Systme Psychomotor procedures Mental Procedures Information PSYCHOMOTOR 5-Evaluating 5-Metacognitive System AFFECTIVE 4-Analyzing 4-Knowledge Utilization-Cognitive System 3-Applying 3-Analysis- Knowledge 2-Understanding 2-Comprehension- knowledge 1-Remembering 1-Retrieval- Knowledge Table 2. Comparison of Revised Bloom’s Cognitive Taxonomy and Kendall and Manzano’s New Taxonomy