Bloom’s Taxonomy continued

As mentioned in the previous post, Bloom’s taxonomy highlights the hierarchy of skills needed for students to reach their highest potential and development. What is important to acknowledge about Bloom’s taxonomy, is that all categories are needed for student development. The taxonomy creates a well rounded student, developing basic and higher order thinking skills. So how can educators develop all skills of the taxonomy?

One way for educators to incorporate and focus on Bloom’s taxonomy is through assessment. Here are some specific ways using two of the lower level categories:

Remembering: This category can be assessed in terms of Question & Answer, memorization, listing and being able to reproduce information. [1] Although there can be negative associations with assessments focused on memorization, as this is not considered “higher order” thinking, students can still be assessed in this category in creative ways. Examples are games like jeopardy or matching games. Assessment can be creative and effective, especially in subjects such as history or mathematics.

Understanding: Students can showcase their learning through summaries, or graphic organizers. [2] Using a graphic organizer can be a great way to assess student understanding by having them record in their own words, through guided instruction, what they’ve understood.

Just with two of the categories, it’s easy to see how Bloom’s taxonomy can apply to how educators can teach and use these principles in their assessment. While assessment tools like multiple choice exams and memorization can have negative associations and be over-relied upon, there are creative ways to assess these lower level skills in students. It’s important to remember the foundation of these skills, but the way you assess these skills can have creativity and be engaging for students.

As I discuss more about Benjamin Bloom, higher order assessment and benefits will be addressed as well.

1. University of Central Florida. (2014). Bloom’s Taxonomy. Retrieved from: http://www.fctl.ucf.edu/teachingandlearningresources/coursedesign/bloomstaxonomy/

2. Illinois Online Network. (2014). Assessing Learning Objectives Bloom’s Taxonomy. Retrieved from: http://www.ion.uillinois.edu/resources/tutorials/assessment/bloomtaxonomy.asp

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3 thoughts on “Bloom’s Taxonomy continued

  1. I really like that you tied the different skills to assessments because that is ultimately the goal of these skills — is to be able to assess them. When writing a lesson plan, I found it was easier to creative my objectives and goals with Bloom’s Taxonomy in mind, using different adjectives to describe what “Students will be able to” do at the end of the lesson. Thinking in terms of assessment first (backward planning) will help teachers utilize the taxonomy in a way that will provide students with maximum benefits!

  2. Lisa,

    I appreciated your reminder that all of Bloom’s categories are necessary because you’re absolutely right, we tend to dismiss the lower order in favor of the higher order thinking skills. But that base is important! If you don’t remember and understand the basic principles – in any discipline – you won’t be able to build new knowledge. You’re stuck. And as you point out, we don’t have to default to boring assessment techniques – we can apply as much creativity in helping our students “remember” as we do in teaching them how to “evaluate.”

    Kyra

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