Taxonomy of Learning

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A Taxonomy for Learning, Teaching and Assessing
A Revision of Blooms Taxonomy of Educational
Objectives
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• Jerry Martin
• Science Consultant
• Pee Dee Education Center
• 506 Francis Marion Rd.
• Florence, SC 29506
• Jhmartin1_at_aol.com

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(No Transcript)
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One of the primary values of the Taxonomy Table
is that it helps us understand the intent and
meaning of standards!
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Armed with this understanding, we can begin to
design assessments, plan instruction, and improve
alignment.
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What do you know about Blooms Taxonomy?
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The Original Blooms Taxonomy
The Original Blooms Taxonomy
The Original Blooms Taxonomy
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Old Blooms Revised Blooms

• Create

• Evaluation

• Evaluate

• Synthesis

• Analyze

• Analysis

• Apply

• Application

• Understand

• Comprehension

• Remember

• Knowledge

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THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION
KNOWLEDGE DIMENSION
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• Factual Knowledge
• Conceptual Knowledge
• Procedural Knowledge
• Metacognitive Knowledge

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Factual Knowledge

• The basic elements students must know to be
  acquainted with a discipline or solve problems in
  it.
• Knowledge of terminology
• Knowledge of specific details and elements

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Conceptual Knowledge

• The interrelationships among the basic elements
  within a larger structure that enable them to
  function together.
• Knowledge of classifications and categories
• Knowledge of principles and generalizations
• Knowledge of theories, models and structures

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Procedural Knowledge

• How to do something, methods of inquiry and
  criteria for using skills, algorithms, techniques
  and methods.
• Knowledge of subject-specific skills and
  algorithms
• Knowledge of subject-specific techniques and
  methods
• Knowledge of criteria for determining when to use
  appropriate procedures

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Metacognitive Knowledge

• Knowledge of cognition in general as well as
  awareness and knowledge or ones own cognition.
• Strategic knowledge
• Knowledge about cognitive tasks, including
  appropriate contextual and conditional knowledge
• Self-knowledge

How did I get that answer?
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Cognitive Process Dimension
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THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION
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Remember

• retrieve relevant knowledge from long term memory

• 1.1 Recognize
• Identify
• 1.2 Recall
• Retrieve

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Remember
Sample Indicators

• 6-2.2 Recognize the hierarchical structure
• of the classification of organisms (including
  the seven major levels).
• PS-4.10 Recognize simple chemical equations
  (including single replacement and double
  replacement) as being balanced or not balanced.

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Understand

• Construct meaning from instructional messages,
  including oral, written and graphic communication.

• 2.1 Interpret
• Clarify
• Paraphrase
• Represent
• Translate

• 2.3 Classify
• Categorize
• Subsume

• 2.2 Exemplify
• Illustrate
• Instantiate

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Understand - continued

• 2.6 Compare
• Contrast
• Map
• Match

• 2.4 Summarize
• Abstract
• Generalize

• 2.5 Infer
• Conclude
• Extrapolate
• Interpolate
• Predict

• 2.7 Explain
• Construct Models

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Understand
Sample Indicators

• 6-5.5 Illustrate the directional transfer of
  heat energy through convection, radiation, and
  conduction.
• 7-3.3 Summarize the relationships of the major
  body systems (including the circulatory,
  respiratory, digestive, excretory, nervous).
• 8-3.8 Explain how earthquakes result from
  forces inside Earth.

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Understand
Sample Indicators

• PS-4.5 Predict the ratio by which the
  representative elements combine to form binary
  ionic compounds, and represent that ratio in a
  chemical formula.
• PS-6.9 Compare the functioning of simple
  series and parallel electrical circuits.

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Apply

• Carry out or use a procedure in a given
  situation.

• 3.1 Execute
• Carry out

• 3.2 Implement
• Use

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Apply
Sample Indicators

• 7-2.6 Use Punnett squares to predict inherited
  traits.
• Use is often the verb that is part of
  indicators involving the application of
  formulas
• v d/t or F ma
• PS-4.9 Apply a procedure to balance equations
  for a simple synthesis or decomposition
  reaction.

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Analyze

• Break material into its constituent parts and
  determine how the parts relate to one another and
  to an overall structure or purpose.

• 4.1 Differentiate
• Discriminate
• Distinguish
• Focus
• Select

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Analyze - continued

• 4.2 Organize
• Integrate
• Outline
• Structure
• 4.3 Attribute

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Analyze
Sample Indicators

• 6-2.6 Differentiate between the processes of
  sexual and asexual reproduction of flowering
  plants.
• PS-4.6 Distinguish between chemical changes
  (including the formation of gas or reactivity
  with acids) and physical changes (including
  changes in size, shape, color, and/or phase).

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Evaluate

• make judgments based on criteria and standards

• 5.1 Check
• Coordinate
• Detect
• Monitor
• Test
• 5.2 Critique
• Judge

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Evaluate
Sample Indicators

• 7-1.6 Critique the conclusion drawn from a
  scientific investigation.
• PS-1.7 Evaluate the results of a controlled
  scientific investigation in terms of whether
  they refute or verify the hypothesis.

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Create

• Put elements together to form a coherent or
  functional whole reorganize elements into a new
  pattern or structure.

• 6.1 Generate
• Hypothesize
• 6.2 Plan
• Design
• 6.3 Produce
• Construct

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Create
Sample Indicators

• 7-2.2 Generate questions that can be answered
  through scientific investigation.
• PS-1.4 Design a scientific investigation with
  appropriate methods of control to test a
  hypothesis (including independent and dependent
  variables), and evaluate the designs of sample
  investigations.

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TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION
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THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION

1. REMEMBER Recognizing Recalling
2. UNDERSTAND Interpreting Exemplifying Classifyin
g Summarizing Inferring Comparing Explaining
3. APPLY Executing Implementing
4. ANALYZE Differentiating Organizing Attributing
5. EVALUATE Checking Critiquing
6. CREATE Generating Planning Producing

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Putting All the Pieces Together
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Look at the Revised SC Science Academic
Standards the Science Support Guide to the
indicators through the lens of the Revised
Taxonomy
2005 South Carolina Science Academic Standards
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Questions??