Bloom's Taxonomy: Learning Domains & Objectives

• Unit 2 is about target setting

Standards-based Assessment

• Standards-based assessment evaluates student skill mastery.
• It is intended to help students, families, and teachers understand how students are developing skills.
• It is not an assignment-based or productivity-mindset.

Constructive Alignment

• Constructive alignment is an outcomes-based approach to teaching.
• Learning outcomes are defined before teaching.
• Teaching and assessment methods are designed to achieve outcomes and assess the standard at which they have been achieved.

K-12 Assessment Guidelines

• The Department of Education is adopting Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program, in line with the Enhanced Basic Education Act of 2013 (Republic Act No. 10533).
• Content Standards identify essential knowledge and understanding that should be learned, covering sequential topics within each learning strand, domain, theme, or component; answering “What should the learners know?"
• Performance Standards describe the abilities and skills learners should demonstrate, integrating knowledge, understanding, and 21st-century skills through creation, innovation, and adding value to products/performance.

Assessment Types

• Formative assessment is assessment for learning where teachers can make adjustments to their instruction. It is also assessed as learning wherein students reflect on their own progress.
• Summative assessment is assessment of learning, done at the end of a unit to describe the standard reached by the learner.

Appropriate Targets

• Competency is a general statement describing the desired knowledge, skills, and behaviors of a student upon graduating from a program.
• Objective is a general statement about the larger goals of a course or program.
• Outcome is a very specific, measurable statement of what a student will be able to do, with potentially multiple outcomes defined for a competency.

Characteristics of objectives (SMARTER)

• SMARTER objectives bring structure and tractability together.
• Setting SMARTER goals creates a verifiable trajectory toward a certain objective with clear milestones and an estimated timeline.
  • Specific: Goals need to be specific, providing clarity and a concise aim.
  • Measurable: Goals need to be measurable, with a metric to track progress.
  • Achievable: Goals need to be achievable, pushing you without being unachievable.
  • Relevant: Goals should be relevant and aligned with larger objectives.
  • Timely: Goals need deadlines to achieve them.
  • Evaluate: Evaluating your goals will help you stay focused all the way along the process.
  • Re-adjusting: It doesnt mean throwing away the goals and getting new ones,it's a means to an end, a way of getting around your problems.

Learning Domains and Taxonomies

• There are three main domains of learning:
  • Cognitive (thinking)
  • Affective (social/emotional/feeling)
  • Psychomotor (physical/kinesthetic)
• Each domain has a taxonomy or classification associated with it.

Cognitive Domain and Taxonomy

• Based on the 1956 work, The Handbook I-Cognitive Domain, behavioral objectives that dealt with cognition could be divided into subsets and listed according simpler to more complex forms..
  • Knowledge: Remembering or retrieving previously learned material (e.g., know, identify, relate, list, define, recall, memorize, repeat, record, name, recognize, acquire).
  • Comprehension: The ability to grasp or construct meaning from material (e.g., restate, locate, report, recognize, explain, express, identify, discuss, review, infer, illustrate, interpret, draw, represent, differentiate, conclude).
  • Application: The ability to use learned material or implement material in new and concrete situations (e.g., apply, relate, develop, translate, use, operate, organize, employ, restructure, interpret, demonstrate, illustrate, practice, calculate, show, exhibit, dramatize).
  • Analysis: The ability to break down material into components to better understand its organizational structure (e.g., analyze, compare, probe, inquire, examine, differentiate, contrast, investigate, detect, experiment, scrutinize, discover, inspect).
  • Synthesis: The ability to put parts together to form a coherent or unique new whole (e.g., compose, produce, design, assemble, create, prepare, predict, modify, tell, plan, invent, formulate, collect, set up, generalize, document, combine, relate, propose, develop, arrange, construct, organize, originate, derive, write, propose); in the revised version of Bloom’s taxonomy this becomes “creating” and is the most complex cognitive function.
  • Evaluation: The ability to judge, check, and even critique the value of material for a given purpose. This has gone to #5 in the revised version of Bloom (e.g., judge, assess, compare, evaluate, conclude, measure, deduce, argue, decide, choose, rate, select, estimate, validate, consider, appraise, value, criticize, infer).

Revised Bloom's Taxonomy (Anderson & Krathwohl, 2001)

- Remembering: Recognizing or recalling knowledge from memory.
- Understanding: Constructing Meaning from different types of functions be they written or graphic messages, or activities like interpreting, exemplifying,classifying, summarizing, inferring,comparing, or explaining.
- Applying: Carrying out or using a procedure through executing, or implementing.
- Analyzing: Breaking materials or concepts into parts.
- Evaluating: Makingjudgments based on checking and critiquing.
- Creating: Putting elements together to form a coherent or functional whole.

Affective Domain

- Receiving: refers to the willingness to attend to classroom activities, textbook.
- Responding: refers to the active participation on the level of the student.
- Valuing: is concerned with the worth or value a student attaches to a particular object.
- Organization: is concerned with bringing together different values.
- Characterization: refers to an individuals value or value set.

Psychomotor Domain

• Psychomotor objectives are specific to discrete physical function, reflex actions and interpretive movements.
  • Observing: Watching a physical activity.
  • Imitating: Attempting to copy a physical behavior.
  • Practicing: Performing a specific activity repeatedly.
  • Adapting: Fine turning skills and making minor adjustments to attain perfection.

SOLO Taxonomy (Biggs Collis, 1982)

• SOLO Taxonomy describes how a learner's understanding develops from simple to complex.
  • Prestructural: Acquiring bits of unconnected information.
  • Unistructural: Having only a basic concept about the subject or task.
  • Multistructural: Understanding several aspects of the subject or task, but its relationship to each other and to the whole remain separated.
  • Relational: Understanding the significance of the parts in relation to the whole.
  • Extended Abstract: Making connections not only within the given subject field, but making connections beyond it

Marzano Taxonomy (Marzano & Kendall, 2007)

• John S. Kendall and Robert J. Marzano reframed three domains of knowledge by describing levels of processing knowledge
  • Retrieval occurs when students are merely calling up facts, sequences, or processes exactly as they have been stored
  • Comprehension occurs when Symbolizing the need to identify what is important and remember what is important to remember.
  • Analysis creates used to the new insights.
  • Knowledge ultilization, calls for the use of thinking and project based.
  • Metacognition- Thissystem sets goals for learning and improving.
  • Self-SystemThinking - This system is designed to examine the factors that complete the goals.

Unpacking Learning Competencies

• The leader helps ensure that students recieved a great education to their ability.
• The teacher needs to plan the objectives and plan acccording.
  • Purpose
  • Preparation
  • Pitch
  • Pace
  • Progress

ABCD of the Statement of the Objectives

• Having specific goals help the logical flow of the lesson.

  • Audience
  • Behavior
  • Condition
  • Degree

• Using the ABCD method will help the student achieve the aim of the lesson.

• There are various ways of writing objectives

• In order for the learning to better benefit to the student the verb used in the objective.

• There must be clear, observable actions, that the student will be able to describe.

Test your knowledge of Bloom's Taxonomy, including cognitive, affective, and psychomotor domains. Explore different levels of learning and related activities. Ideal revision for educational psychology.