BLOOM'S TAXONOMY
- Bloom's Taxonomy is a classification of learning objectives that were originally developed in 1956 and updated numerous times since. As an educator, I embrace using Bloom's in referring to what we are doing in class, homework assignments, and assessments. With the MMC, Michigan Merit Curriculum, a greater focus has been placed on Comprehension, Application, and Analysis than most our students are accustomed. Thus, it becomes very important that we form a team of student, parent/guardian, and teacher to assist the proper development.
- Knowledge: This involves students remembering previously learned material. Since this is basic memorization, it is fairly easy for all students to master. Key verbs associated with this level are arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, and state. As you can see, this is primarily what most students have done previous to tenth grade.
- Comprehension: This involves students grasping the meaning of information. This is a major step for your student within U.S. History. Many of our students struggle with comprehension, especially related to reading; however, this is a requirement of the state curriculum that will be a part of all pupil's future assessments. Key verbs associated with this level are classify, convert, defend, discuss, distinguish, estimate, explain, express, extend, generalize, give example(s), identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, report, restate, review, select, summarize, and translate. The historical application of comprehension frequently focuses on causes and effects, which will be an emphasis on assessments.
- Application: This involves students applying knowledge to actual situations. Verbs in this category include apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate schedule, show, sketch, solve, use, and write.
- Analysis: The definition involves students breaking down objects or ideas into simpler parts and seeing how the parts relate to each and are organized. This is a vital step for students to properly prepare for assessments. Even if the assessment focuses on knowledge, the student will still receive a term within review, and the student has the responsibility to break it into smaller components that they can memorize. Key verbs include analyze, appraise, breakdown, calculate, categorize, classify, compare, contrast, criticize, derive, diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, interpret, model, outline, point out, question, relate, select, separate, subdivide, and test.
- Synthesis: This calls for students to rearrange component ideas into a new whole. The verbs involve arrange, assemble, categorize, combine, comply, compose, construct, create, design, develop, devise, explain, formulate, generate, plan, prepare, propose, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write.
- Evaluation: The highest level of thinking, this involves students making judgments based on internal evidence or external criteria. The verbs associated with this step are appraise, argue, assess, attach, choose, compare, conclude, contrast, defend, describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, relate, select, summarize, support, and value.