1. Bloom’s Taxonomy

2. Taxonomy-classification An method of addressing the different levels of thinking and learning Identifies three domains –Cognitive –Affective –Psychomotor

3. Cognitive Domain Evaluation Synthesis Analysis Application Comprehension Knowledge Higher Level Thinking On Top Lower Level Thinking On The Bottom The Higher The Level On The Graphic The Less That Level Tends To Be Addressed In Education

4. Remembering previously learned material May involve recall of a wide range of material All required-bringing to mind the appropriate information Illustrative verbs –Enumerate –Define –Describe –Identify –Label –List –Match –Name –Outline –Recall –Recite –Recollect –Relate –Reproduce –Select Knowledge

5. The ability to grasp meaning of material Translating material from one form to another Interpreting material by explaining or summarizing Illustrative verbs –Change –Construct –Convert –Decode –Define –Describe –Distinguish –Discriminate –Explain –Extend –Generalize –Give example –Illustrate –Paraphrase –Restate –Rewrite –Summarize Comprehension

6. The ability to use learned material in new and concrete situations The ability to “apply” learned material may include application of: –Rules –Methods –Concepts –Principles –Laws –Theories Illustrative verbs –Apply –Change –Compute –Demonstrate –Develop –Employee –Illustrate –Manipulate –Modify –Operate –Organize –Predict –Prepare –Produce –Solve –Use Application

7. The ability to break down material into its component parts to be understood May include –Identification of the parts –Analysis of the relationship between parts –Recognition of the organizational principles involved Illustrative verbs –Analyze –Breakdown –Classify –Compare –Contrast –Determined –Deduce –Diagram –Differentiate –Distinguish –Relate –Separate –Subdivide Analysis

8. The ability to put parts together to form a new hole May involve the production of –A unique communication (theme or speech) –A plan of operations (research proposal) –A set of abstract relations (scheme for classifying information) Illustrative verbs –Compose –Conceive –Construct –Create –Design –Devise –Formulate –Generate –Invent –Originate Synthesis

9. The ability to judge the value of material Judgments are based on definite criteria Criteria may be internal (organization) or external (relevance to the purpose) Student may determine criteria or criteria may be given to them Illustrative verbs –Appraise –Choose –Compare –Conclude –Contrast –Criticize –Decide –Defend –Discriminate –Justify –Resolve –Support –Validate Evaluation

10. Affective Domain Characterization By Value Or Value Complex Organization Valuing Responding Receiving Higher Level Thinking On Top Lower Level Thinking On The Bottom The Higher The Level On The Graphic The Less That Level Tends To Be Addressed In Education

11. Willingness to receive or attend to particular phenomenon or stimuli –Classroom activities –Textbook –Assignment, etc Three subcategories –Awareness –Willingness to receive –Controlled or selected attention Getting, holding, and directing student’s attention Illustrative Behavioral Terms –Acknowledge –Ask –Attend –Be aware –Choose –Describe –Follow –Identify –Listen –Locate –Name –Reply –Show alertness –View –Watch Receiving

12. Active participation on the part of the student Not just willing to attend, but actively attending Indicates desire that a student has become sufficiently involved in a subject, activity, etc., so as to seek it out and gained satisfaction from working with it Responding

13. Illustrative Behavioral Terms –Agree (to) –Answer –Task –Comply –Consent –Conform –Contribute –Follow-up –Indicate –Inquire –Obey –Participate –Pursue –Question –React –Read –Reply –Report –Request –Respond –Seek –Select –Visit –Volunteer –Write Responding

14. Student sees worth or value in the subject, activity, assignment, etc. Characterized by valuing that is motivated –Not by the desire to comply or obey –By the individual’s commitment to the underlying value guiding the behavior Learning outcomes are concerned with behavior that is consistent enough to make the value clearly identifiable Valuing

15. Illustrative Behavioral Terms –Accept –Adopt –Approve –Complete –Choose –Commit –Desire –Differentiate –Display –Endorse –Exhibit –Explain –Express –Form –Initiate –Invite –Join –Justify –Prefer –Propose –Read –Report –Sanctioned –Select –Share –Study –Work Valuing

16. Bringing together a complex of set of values, resolving possible conflicts between them, and beginning to build an internally consistent value system Individual sees how the value relates to those already held or to new ones that are coming to be held Integration of values is less harmonious; a kind of dynamic equilibrium dependent upon salient events at a specific point in time Organization

17. Illustrative Behavioral Terms –Adapt –Adhere –Alter – Arrange –Categorize –Classify –Combine –Compare –Complete –Defend –Explain –Group –Identify –Integrate –Modified –Order –Organize –Prepare –Rank –Relate –Synthesize –Systemize Organization

18. Internalization of values have a place in the individuals value hierarchy Values have controlled one’s behavior for a sufficient long period of time to have developed a characteristic “lifestyle” The behavior is pervasive, consistent, and predictable Characterization By Value Or Value Complex

19. Illustrative Behavioral Terms –Act –Advocate –Behave –Characterize –Conform –Continue – Defend –Devote –Disclose –Discriminate –Display –Encourage –Endure –Exemplify –Function –Incorporate –Influence –Justify –Maintain –Modify –Pattern –Practice –Preservice –Performed –Question –Revise –Retain –Support –Uphold –Use Characterization By Value Or Value Complex

20. Psychomotor Domain Naturalization Articulation Precision Manipulation Imitation Higher Level Thinking On Top Lower Level Thinking On The Bottom The Higher The Level On The Graphic The Less That Level Tends To Be Addressed In Education

21. Early stages of learning a complex skill, overtly, after the individual has indicated a readiness to take a particular type of action Includes repeating an act that has been demonstrated or explained Includes trial and error until an appropriate response is achieved Imitation

22. Illustrative Verbs –Began –Assemble – attempt –Carryout –Copy –Construct –Dissect –Duplicate –Follow –Mimic –Move –Practice –Proceed –Repeat –Reproduce –Respond –Organize –Sketch –Start –Try Imitation

23. Individual continues to practice a particular skill or sequence until it becomes habitual and the action can be performed with some confidence and proficiency The response is more complex than the previous level –The learner is still not sure of themselves Manipulation

24. Illustrative Verbs –Acquire –Assemble –Complete –Conduct – Do –Execute –Improve –Maintain –Make –Manipulate –Operate –Pace –Perform –Produce –Progress –Use Manipulation

25. Skill has been attained Proficiency is indicated by a quick, smooth, accurate performance, requiring minimum energy Overt response is complex and performed without hesitation Precision

26. Illustrative Verbs –Achieve –Accomplish –Advance –Automatize –Exceed –Excel –Master –Reach –Refine –Succeed –Surpass –Transcend Precision

27. Involves a higher level of precision Skills are so well developed that the individual can modify movement patterns to fit special requirements or to meet a problem situation Articulation

28. Illustrative Verbs –Adapt –Alter –Change –Excel –Rearrange –Reorganize –Revise –Success –Transcend Articulation

29. Responses are automatic Individual begins to experiment, creating new motor acts or ways of manipulating materials out of understandings, abilities, and skills developed One acts “without thinking” Naturalization

30. Illustrative Verbs –Arrange –Combined compose –Construct –Create –Design –Refine –Originate –Transcend Naturalization

31. Psychomotor Domain A note about targeting the psychomotor domain –This is the domain that most academic program areas (including Business Education) deal with the least –The main characteristic of this domain is that physical ability is what is being dealt with –When targeting the psychomotor domain (for test questions, writing objectives, etc... ) ask yourself what is being evaluated?

32. Psychomotor Domain –Simply having physical activity involved to complete the task does not indicate the student is working or being evaluated in the psychomotor domain (at least as the dominant domain) –Poor Example The student will key a letter in block format. –There is no measurement/evaluation of anything physical –This is in the cognitive domain and application level since the leaning being evaluated is the students knowledge of keying a letter in block format

33. Psychomotor Domain –Good Example Review the letter below. Key this bad-news letter to the Smith’s in 10 minutes or less. –In this case the student’s speed and accuracy is being measured—a physical skill. –Business Educators rarely target the psychomotor domain except for evaluating speed and accuracy in keyboarding and using calculators or numeric keyboards. I am sure other examples are true.

34. A Note About Illustrative Verbs Some illustrative verbs are used in more than one level of a single domain The use of a verb in itself does not guarantee the level and domain targeted is being addressed Ask “What is (or what could be) evaluated?” Think about the complexity of the thoughts and/or skills required

35. Closing Thoughts Most of the time people/students are thinking and evaluating in multiple domains and on multiple levels Ascertain the dominant domain –List the dominant domain first –List the subsequent domains in the order of dominance

36. Final Thoughts Teachers should teach and evaluate in different domains and different levels –Promotes higher level thinking and problem solving Teachers often stay only in the cognitive domain at the knowledge level –Easiest to teach in –Easiest to evaluate in