Bloom's Taxonomy Quiz

Blooms Taxonomy

• Blooms taxonomy is a classification of different objectives educators set for students
• It categorizes educational objectives into three domains: cognitive, affective, and psychomotor

Cognitive Domain

• Skills in the cognitive domain center around knowledge, comprehension, and critical thinking on a particular topic
• There are six levels in the taxonomy, progressing from the lowest-order processes to the highest.
• The lowest level is Knowledge, followed by Comprehension, Application, Analysis, Synthesis, and Evaluation

Cognitive Domain Levels

• Knowledge: The ability to recall facts, terms, basic concepts, and answers. Example terms include: define, list, label, outline, recall, state, tell. Examples include: defining ischemic heart disease, or listing health benefits from apples.
• Comprehension: Interpretation of what has been learned, changing knowledge to a different form, or predicting outcomes and effects. Example terms: translate, describe, discuss, explain, express, identify, report, compare. Examples: comparing health benefits of apples and oranges, explaining aseptic technique in wound dressing, or describing skin structure.
• Application: Applying learned knowledge, facts, techniques, and rules in a different way to solve problems in new situations. Example terms: implement, operate, use, solve. Example: designing a nutritional plan for a diabetic patient based on the food guide pyramid, or determining types of apples best for pies.
• Analysis: Examining and breaking information into parts, clarifying relationships, and organizing parts, while noting similarities and differences. Example terms: analyze, criticize, differentiate, distinguish. Examples: listing four ways to serve apple-based foods and prioritizing which have the highest health benefits, noting differences between stable and unstable angina, or differentiating between chronic and acute diarrhea.
• Synthesis: Combining elements in a new pattern, proposing different solutions and creating unique communications. Example terms: construct, design, organize, create, plan. Examples include creating a healthy recipe for apple pie, contrasting a ‘healthy’ and ‘unhealthy’ recipe for apple pie to highlight ingredient choices and their health benefits.
• Evaluation: Judging the value of work, the logical sequence of data, or the validity of conclusions. Example terms: assess, measure, judge, critique, evaluate. Examples: evaluating if apple pie after a school snack is healthy, or critiquing four research articles.

Psychomotor Domain

• Skills in the psychomotor domain depict the ability to physically manipulate tools or instruments, like hands or hammers
• Psychomotor objectives usually focus on changes and/or developments in behavior and/or skills
• The levels of the psychomotor domain include: Perception, Set, Guided Response, Mechanism, Complex Overt Response, and Adaptation, Origination

Psychomotor Domain Levels (in order of development)

• Perception: Using sensory cues to direct motor activity. Key words include Estimate, chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. Example: estimating where a ball will land after being thrown to catch the ball.
• Set: Readiness, preparation, and mental attitude required to act. Keywords for this stage include Verbs such as Begins, Displays, Explains, Moves, Proceeds, Reacts, Shows, States, Volunteers, Demonstrates, Assumes a position. Example: showing the desire to learn a new skill (motivation) or recognizing one’s abilities and limitations.
• Guided Response: The initial stages of learning a complex skill, commonly involving imitation and trial-and-error. Keywords include Copying, Following, Reacting, Responding, Attempting, Imitating, Trying. Examples: Performing a mathematical equation as demonstrated or following instructions to build a model.
• Mechanism: The intermediate stage of learning a complex skill. Learned responses have become habitual, and movements can be performed with proficiency, assurance, and confidence. Keywords include Assembles, Calibrates, Constructs, Displays, Fixes, Grinds, Heats, Manipulates, Measures, Mixes, Organizes, Sketches. Examples include using a personal computer or driving a car.
• Complex Overt Response: The ability to correctly perform complex movements rapidly, accurately, using minimal effort, and automatically. Examples include operating a computer efficiently and accurately, or showcasing expertise in piano playing.
• Adaptation: Modifying well-developed skills in response to new situations or requirements. Example words: Adapts, Alters, Changes, Rearranges, Reorganizes, Revises, Modifies, Varies. Examples include responding effectively to unexpected encounters or altering instructions to meet learner needs.
• Origination: Ability to create new movements for specific situations, exhibiting creativity based on refined skills. Example keywords Include Arranging, Building, Constructing, Creating, Designing, Initiating, Making, Originating. Examples include composing a new symphony or developing a comprehensive training program.

Affective Domain

• Skills in the affective domain describe how people react emotionally and their ability to feel the pain or joy of others
• There are five levels in the affective domain, moving through the lowest-order processes to the highest

Affective Domain Levels (in order of development)

• Receiving: The lowest level, referring to a willingness to receive information. The individual listens to others with respect and shows consideration for others or sensitivity to social issues. Examples include listening to and remembering classmates' names on the first day of school.
• Responding: The individual actively participates in his/her learning, displays interest in the subject, and collaborates in class discussions and activities. Examples include participating actively in a class discussion.
• Valuing: The value associated with a certain object or piece of information ranging from basic acceptance to complex commitments. Examples include valuing diversity and respecting other’s beliefs and backgrounds.
• Organizing: Categorizing and prioritizing values and forming a unique value system, relating previously identified values. Examples include accepting professional ethical standards and recognizing the need for a balance between freedom and responsibility in a democracy.
• Characterizing: The highest level where the individual develops a consistent value system. That controls behavior as characteristics, reflecting their beliefs, ideas, and attitudes. Examples include displaying professional commitments to ethical standards or maintaining good health habits.

Kirkpatrick Model

• The Kirkpatrick model has four levels: Reaction, Learning, Behavior, and Results
• Level 1: Reaction: Measures learners' engagement and satisfaction with the training. This level uses an after-training survey like a "smile sheet."
• Level 2: Learning: Measures whether learners acquire the intended knowledge and skills. Formal and informal methods (like tests or interviews) assess understanding.
• Level 3: Behavior: Measures whether participants were truly affected by the training and are applying what they learned. Assess if changes made learning possible to be used in the workplace
• Level 4: Results: Measures how the learning program directly affected the organization’s KPIs.

Four Stages of Learning (Broadwell's model):

• 1. Unconscious Incompetence: Don't know, and don't know you don't know.
• 2. Conscious Incompetence: Know you don't know.
• 3. Conscious Competence: Know, and making conscious efforts to do.
• 4. Unconscious Competence: Know, and perform without conscious effort.

Factors that Affect Learning:

• Motivation: Encouragement to complete a task or achieve a goal
• Practice: Repetition to achieve proficiency in a task
• Environment: Internal and external factors that influence learning.
• Mental Group: The group of people the learner chooses to surround themselves with.

Five-Step Cycle to Improve Learning in the Classroom:

• Step 1: Prior Knowledge: Assess prior knowledge to inform and connect new information.
• Step 2: Presenting New Material: Limit new information at a time, use prior knowledge connections, multi-sensory, and abstract, concrete examples.
• Step 3: Challenge: Set tasks that are not just words, promote collaborative thinking, and encourage problem-solving or hypothesis testing.
• Step 4: Feedback: Show how students can improve and implement feedback.
• Step 5: Repetition: Provide opportunities for learners to revisit material over time, which helps develop long-term memories.

Test your knowledge of Bloom's Taxonomy with this quiz encompassing various levels and domains. Explore questions about cognitive levels, psychomotor focus, and workplace competencies. Perfect for students and educators looking to solidify their understanding of this educational framework.