BLOOMS TAXONOMY

A FOCUS ON HIGHER LEVEL THINKING SKILLS

Benjamin Bloom and his associates (In 1956) divided educational objectives into three domains-

·         Cognitive (about knowing)

·         Affective (about feeling, attitude, interests, values & believes)

·         Psychomotor (about doing)

COGNITIVE DOMAIN (Bloom,1956)

·         It represents the intellectual component of mental life.

·         This domain includes those objectives which deal with knowing, thinking and problem solving.

·         This domain is divided into six major classes of objectives.

1.    KNOWLEDGE

The lowest level of cognitive domain. Knowledge represents memory & constitutes recall & recognition of various facts, concepts, principles, theories & laws of biological sciences.

1.0 Knowledge levels

            1.10 Knowledge of specifics

                                    1.11 Knowledge of terminology

                                    1.12 Knowledge of specific facts

            1.20 Knowledge of ways and means of dealing with specifics

                                    1.21 Knowledge of conventions

                                    1.22 Knowledge of trends and sequences

                                    1.23 Knowledge of classifications and categories

                                    1.24 Knowledge of criteria

                                    1.25 Knowledge of methodology

            1.30 Knowledge of universals and abstractions in a field

                                    1.31 Knowledge of principles and generalizations

                                    1.32 Knowledge of theories and structures

2.    UNDERSTANDING OR COMPREHENSION

It is the second level of cognitive domain, and develops only after the development of knowledge in any particular area of study. The individual become capable of doing, -  Summarize or define the acquired knowledge in his own words, Interpret the acquired information, Classify various objects into groups based on some criteria., The individual relates two or more events, describes & explain events.

2.0 Comprehension levels

            2.1 Translation

            2.2 Interpretation

            2.3 Extrapolation

3.    APPLICATION

After having developed knowledge & comprehension of any concept, the individual is able to apply them in his day to day life. By applying the acquired knowledge & comprehension of various contents, the individual can solve many problems of daily life, of concrete & abstract situations.

3.0 Application levels

            3.1 Use of rules

            3.2 Use of methods

            3.3 Use of concepts

4.    ANALYSIS

It is the next higher level of cognitive ability. The individual develops the potential to break the whole into its various components & detect the relationship & organization of various parts. Students develop the ability to break a theory into its various inherent facts, concepts & principles.

4.0 Analysis levels

            4.1 Analysis of elements

            4.2 Analysis of relationships

            4.3 Analysis of organizational principles

5.    SYNTHESIS

It is the process of putting together various elements to make a whole. It is a complex ability at higher level of cognition which involves the creation of a new pattern or structure by manipulating various constituents. It has the elements of creativity in it.

5.0 Synthesis levels

            5.1 Production of a unique communication

            5.2 Production of a plan, or proposed set of operations

            5.3 Derivation of a set of abstract relations

6.    EVALUATION

It is the highest & the most complex cognitive ability, which involves all the five abilities. It is the process of judging the worth or value of a thing. It is both a qualitative & quantitative process. It develops decision making ability in the individual.

            6.0 Evaluation levels

            6.1 Evaluation in terms of internal evidence

            6.2 Judgments in terms of external criteria

AFFECTIVE DOMAIN (krathwohl, Bloom, Masia – 1964)

This domain includes the development of feelings, interest, appreciation, attitudes and values.  This domain is divided into five major classes of objectives.

1.    RECEIVING

This is the ability of an individual to receive information. It includes attention, awareness, and willingness of an individual towards something. Receiving develops readiness towards listening, seeing & any kind of activity.

1.0  Receiving levels

1.1  Awareness

1.2  Willingness to receive

1.3  Controlled or selected attention

2.    RESPONDING

This is the second level objective. Regularity & punctuality in attention & motivation lead to responding. Receiving & responding form a two way communication process & thus facilitate teaching & learning.

2.0  Responding levels

2.1  Acquiescence in responding

2.2  Willingness to respond

2.3  Satisfaction in response

3.    VALUING

During the process of receiving & responding, an individual is naturally inclined towards making value judgment about the things he is concerned with. It may be an object, an event, an idea, a rule or modern aspects of our culture. An individual sets guidelines for controlling his own behavior. Valuing is based on the internalization of a set of specified values.

3.0  Valuing levels

3.1  Acceptance of a value

3.2  Preference for a value

3.3  Commitment

4.    ORGANIZATION

Through the process of valuing the individual imbibes various values from time to time. He analyses different imbibed values & finally constructs relatively enduring value system by organizing & synthesizing them. This leads to the formation of philosophy of life in the individual.

4.0  Organization levels

4.1  Conceptualization of a value

4.2  Organization of a value system

5.    CHARACTERIZATION

It is the highest level of objectives under affective domain.  At this stage, the individual develops a set of values, attitudes & beliefs for himself that helps in building his character & gives shape to his philosophy & total personality. The behavior is pervasive, consistent, and predictable.

5.0  Characterization levels

5.1  Generalized set

5.2  Characterization of value

PSYCHOMOTOR DOMAIN (Dave, 1975)

This domain includes those objectives of education which deals with manual & motor skills. The action abilities are classified under this domain. The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Five categories are found under this domain.

1.    IMITATION

-          Observing and patterning behavior after someone else. Performance may be of low quality.

1.0  Imitation levels

1.1  Impulsion

1.2  Over repetition

2.    MANIPULATION

-          Being able to perform certain actions by following instructions and practicing. Manipulation of an act includes differentiating among various movements, & selecting the proper one.

2.0  Manipulation levels

2.1  Following direction

2.2  Selection

2.3  fixation

3.    PRECISION

-          Refining, becoming more exact. Few errors are apparent.

3.0  Precision levels

3.1  Reproduction

3.2  control

4.    ARTICULATION

-          Coordinating a series of actions, achieving harmony and internal consistency.

4.0  Articulation levels

4.1  Sequence

4.2  Harmony

5.    NATURALIZATION

-          Having high level performance become natural, without needing to think much about it.

5.0  Naturalization levels

5.1  Automatism

5.2  Interiorisation