1. BLOOM’S Assessment & Evaluation in Language Testing
NDARU ANUGERAH
Department of English Education
UNINDRA PGRI – 2012

2. *can you figure it out?

3. BACKGROUND
Benjamin Samuel Bloom was born on February 21, 1913 in Lansford - Pennsylvania.
He was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery learning.
From the Pennsylvania State University, he gained his bachelor’s and master’s degrees in Later, in March 1942, he received his education Ph.D. from the University of Chicago.
Bloom died on September 13, 1999.

4. CONTENT
Bloom’s taxonomy was proposed in 1956 by a committee of educators at Convention of the American Psychological Association chaired by Benjamin Bloom who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals.
The name of Taxonomy is derived from Greek,
Taxis = arrangement; and Nomos = law.
Bloom’s Taxonomy refers to a classification of the different objectives that educators set for students (learning objectives). Its intent was to develop a method of classification for thinking behavior that was believed to be important in the processes of learning and the measurement for thinking.

5. Bloom’s taxonomy divides educational objectives into three ‘domains’.
Cognitive (Knowing/head) – knowledge based domain, comprises six levels
Affective (Feeling/heart) – attitudinal based domain, comprises five levels
Psychomotor (Doing/hand) – skills based domain, comprises seven levels

6. Knowledge Comprehension Application Analysis Synthesis Evaluation
COGNITIVE DOMAIN
The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

7. Organize (conceptualize values) Internalize (characterize values)
AFFECTIVE DOMAIN
It includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasm, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex.
Receive phenomena
Respond to phenomena
Value
Organize (conceptualize values)
Internalize (characterize values)

8. Complex overt response Adaptation Origination
PSYCHOMOTOR DOMAIN
According to Simpson (1972), it includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the most complex.
Perception
Set
Guided-response
Mechanism
Complex overt response
Adaptation
Origination

9. REVISED BLOOM’S TAXONOMY
Lorin Anderson, a former student of Bloom, led a new assembly and revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, hoping to add relevance for the 21st century students and teachers.
It took six years to finalize their work. A more concise summary appears here.
The changes occur in three broad categories: terminology, structure, and emphasis.

10. Terminology Changes
Changes in terminology between the two versions are perhaps the most obvious differences and can also cause the most confusion. Basically, Bloom's six major categories were changed from noun to verb forms. Additionally, the lowest level of the original, knowledge was renamed and became remembering. Finally, comprehension and synthesis were re-titled to understanding and creating.

11. up to the most complex

14. Structural Changes
Bloom's original cognitive taxonomy was a one-dimensional form. With the addition of products, the Revised Bloom's Taxonomy takes the form of a two-dimensional table. One of the dimensions identifies The Knowledge Dimension (or the kind of knowledge to be learned) while the second identifies The Cognitive Process Dimension (or the process used to learn).
The intersection of the knowledge and cognitive process categories form twenty-four separate cells .

15. Cognitive Process Dimension
THE KNOWLEDGE DIMENSION
THE COGNITIVE PROCESS DIMENSION
Remember
Understand
Apply
Analyze
Evaluate
Create
Factual
Conceptual
Procedural
Meta-Cognitive
Continuum
SIMPLE
COMPLEX

16. Knowledge Dimension Factual Conceptual Procedural Meta-Cognitive
Discrete bits of information
Conceptual
More complex, organized knowledge
Classifications, categories, principles
Procedural
Steps to take, how to do something
Determining when to do what
Meta-Cognitive
Personalize understanding for the user
Strategic and contextual
CONCRETE
ABSTRACT

18. Changes in Emphasis
Emphasis is the third and final category of changes.
The revised version of the taxonomy is intended for a much broader audience.
Emphasis is placed upon its use as a "more authentic tool for curriculum planning, instructional delivery and assessment".

20. Today’s teachers must make tough decisions about how to spend their classroom time.
Clear alignment of educational objectives with local, state, and national standards is a necessity.
Briefly, the structure of the Revised Taxonomy provides an even more powerful tool to fit today’s teacher’s needs for the alignment between standards and educational goals, objectives, products, and activities (Krathwohl, 2002).

21. BLOOM’S TAXONOMY ON PRACTICE
Practically, The Bloom’s Taxonomy may be applied on every aspect of learning.
For example, in order to use the Revised Taxonomy, a lesson objective based upon the story of Goldilocks and the Three Bears is presented for each of the six levels of the Cognitive Process as shown on the Revised Taxonomy Table.

22. Remember: Describe where Goldilocks lived.
Understand: Summarize what the Goldilocks story was about.
Apply: Construct a theory as to why Goldilocks went into the house.
Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event.
Evaluate: Assess whether or not you think this really happened to Goldilocks.
Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

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