BENGKEL PEMBINAAN ITEM
SOALAN UNIT BIOLOGI 2014
Tor Siong Hoon
Unit Biologi KMPh
1
Evaluation
Synthesis
1913-1999
Analysis
Application
Comprehension
Knowledge
The Original Bloom’s
“Bloom’sTaxonomy
Taxonomy
2
The Revision
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Began in November 1996
Led by David Krathwohl
Involved cognitive psychologists, curriculum
theorists, teacher educators, and measurement
and assessment specialists.
Group met twice a year for four years.
Draft completed in 2000; text published in 2001.
Two books – soft cover for teachers and other
“practitioners” and hard cover for academicians.
3
Bloom's Original taxonomy VS Bloom's
Revised Taxonomy
4
Why Revise?
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Before we can understand a concept we have
to remember it
Before we can apply the concept we
must understand it
Before we analyse it we must be able
to apply it
Before we can evaluate its impact we must
have analysed it
Before we can create we must
have remembered, understood, applied,
analysed, and evaluated
5
Verbs to use
6
Lower Order Thinking Skills
(LOTS)
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Remembering - Recognising, listing, describing,
identifying, retrieving, naming, locating, finding
Understanding - Interpreting, Summarising,
inferring, paraphrasing, classifying, comparing,
explaining, exemplifying
Applying - Implementing, carrying out, using,
executing
Analysing - Comparing, organising, deconstructing,
Attributing, outlining, finding, structuring, integrating
Evaluating - Checking, hypothesising, critiquing,
Experimenting, judging, testing, Detecting, Monitoring
Creating - designing, constructing, planning,
producing, inventing, devising, making
7
The Cognitive Dimension Is The
Alignment For Standards & Assessment
8
Each of the six cognitive process
categories was divided into specific
cognitive processes. Nineteen (19)
specific cognitive processes were
identified.
THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION
1.
REMEMBER
Recognizing
Recalling
2.
UNDERSTAND
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
3.
APPLY
Executing
Implementing
4.
ANALYZE
Differentiating
Organizing
Attributing
5.
EVALUATE
Checking
Critiquing
6.
CREATE
Generating
Planning
Producing
10
Four Types of Knowledge
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Factual Knowledge
Conceptual Knowledge
Procedural Knowledge
Metacognitive Knowledge
11
THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION
KNOWLEDGE
DIMENSION
1.
REMEMBER
Recognizing
Recalling
2.
UNDERSTAND
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
3.
APPLY
Executing
Implementing
4.
ANALYZE
Differentiating
Organizing
Attributing
5.
EVALUATE
Checking
Critiquing
6.
CREATE
Generating
Planning
Producing
FACTUAL
KNOWLEDGE
CONCEPTUAL
KNOWLEDGE
PROCEDURAL
KNOWLEDGE
METACOGNITIVE
KNOWLEDGE
12
Filling in the cells of RBT
Taxonomy Table
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Shorthand notation
For example, A1 is Remember
Factual Knowledge and C3 is Apply
Procedural Knowledge.
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THE TAXONOMY TABLE
1.
REMEMBER
Recognizing
Recalling
2.
UNDERSTAND
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
3.
APPLY
Executing
Implementing
4.
ANALYZE
Differentiating
Organizing
Attributing
5.
EVALUATE
Checking
Critiquing
6.
CREATE
Generating
Planning
Producing
A. Factual
Knowledge
A1
A2
A3
A4
A5
A6
B. Conceptual
Knowledge
B1
B2
B3
B4
B5
B6
C. Procedural
Knowledge
C1
C2
C3
C4
C5
C6
D. Metacognitive
Knowledge
D1
D2
D3
D4
D5
D6
14
15
16
17
18