Bloom`s Taxonomy of Levels of Learning

Bloom`sTaxonomy of Levels of Learning

Bloom`sTaxonomy of Levels of Learning

BenjaminBloom is the father of Bloom’s taxonomy that is used in theAmerican education system. Benjamin Bloom came up with the taxonomywas at one time the chair of a committee of educators who formulatedthe taxonomy. He consequently wrote and edited three book on thesubject of learning levels in taxonomy with two of the three booksbeing published. The book was titled, Taxonomy of EducationObjectives: The Classification of Educational Goals. In the book,Bloom explains about three learning objectives set for students inthe education system. These includes the three domains of cognitiveor the know, affective also referred to as the heart and lastly, thepsychomotor or the doing. The cognitive domain had a set of threelearning outcomes[ CITATION Blo15 l 1033 ].In this essay, the author will delve into discussing the top twolevels of Bloom’s taxonomy. In order to shed more light onsynthesis and evaluation, the author has devised an experiment thatwill assist the author in establishing the truth behind the top twolearning objectives.

Bloom’swork on the taxonomy levels of learning lays the foundation towardsunderstanding how students learn in an educational environment. Infact, Bloom believed that his book was the least read as far aseducation in America is concerned. Bloom believed that in order forstudents to properly understand the subject at hand, they need tohave adequate skills in their cognitive capabilities. In other words,they ought to have good knowledge of the subject, comprehend theissue at hand and be able to utilize their critical thinking. As aresult, Bloom broke down the cognitive domain into six levels oftaxonomy which include: knowledge, comprehension, application,analysis, synthesis and evaluation[ CITATION Cla99 l 1033 ].Theknowledge level can be described as the recognition or recollectionof terms, ideas and theories. For instance, a question as what is thefirst day of winter would be a knowledge level outcome. Comprehensioninvolves the interpretation or translation of situations. Forexample, a question about why does is snow white in color wouldsuffice at this level. The third level of application seeks to applyprinciples to given situations. For example, a question such as whatwould the earth look like if it was a square would work. In theanalysis level, students are required to separate complex ideas asconstituent parts and be able to develop relationships in anorganization. Synthesis and evaluation form the last two levels oflearning outcomes. In order to achieve this level a student requiresto skills and proper comprehension of the issue at hand. At thesynthesis level, students are required to come up with new ideasgenerated from different sources and make them into somethingmeaningful. In other words, during synthesis, different structuresare put together in order to form a whole. For instance, the creationof a business plan would be a good example of a synthesis. Evaluationon the other hand involves the use of judgment on an idea based on agiven constraint of criteria. The judgment made can either be fromutilizing external or internal evidence [ CITATION Blo14 l 1033 ].

ProblemStatement

Inorder to establish if the students measured up to the top two levelsof Bloom’s taxonomy learning outcomes, an experiment was conducted.The experiment sought to establish the level of the student’scognitive abilities around the subject of business. The students wereindividually assigned a specific task and given a set of options andconstraints and their task involved coming up with a plan and givingout the reasons for their respective choices. In order to assess thestudent’s learning level, the students were each assigned adifferent set of tasks and situations. For example, in one of thetasks, a student was supposed to come up with a plan to ensure thathe does not go back into debt after exhausting all the possibleavenues available in the task. The experiment tested on two relevantareas of learning outcomes, synthesis and evaluation. The task athand brought out the students creativity and comprehension aboutdebts as far as business in concerned. The students were supposed tocome up with plan to set their business free from debt under a givenset of constraints and this only applied to increase the degree ofimagination, development and adaptability when encountered with asimilar situation. Finally, the students were supposed to jot downthe reason behind their given set of choices made in the task. Thispart evidently gauged the student’s ability when it comes down tomaking judgment considering there are internal and externalconstraints or advice.

Conclusion

Fromthe experiment it was clear that most students had attained the toptwo levels of learning outcomes with the exception of just a fewstudents. Overall, it can be deduced that from the students who ratedwell in the experiment they seemed to understand and internalize thesubject of debt as applied in business. It is also suffice to statethese students also had no difficulties with the first four learningoutcomes in the cognitive domain.

References

Bloom`s Taxonomy of Cognitive Levels. (2014, June 23). Retrieved February 4, 2015, from Teaching Effectiveness Program: http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/blooms.html

Bloom`s Taxonomy of Educational Objectives. (2015). Retrieved February 5, 2015, from UNC Charlotte: http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-objectives/blooms-educational-objectives

Clark, D. (1999, June 5). Bloom`s Taxonomy of Learning Domains. Retrieved February 5, 2014, from Nwlink: http://www.nwlink.com/~donclark/hrd/bloom.html

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