Socratic Dialogue Activity
Taxonomy
• A classification system
• Based on scientific theory and/or
empirical data
• Typically hierarchical
Why Develop a Taxonomy of
Educational Objectives?
• Educational goal refinement
– Aid application of broad educational
standards to individual courses
• Easier creation of assessments
– Facilitate exchange of test bank items
– Reduce exam creation time
Bloom’s Taxonomy
• A method for categorizing educational
knowledge
• A structure used to design classroom
activities, test questions, and
educational objectives
To What Domains
Can It Be Applied?
• Cognitive
– Knowledge and thinking
• Affective
– Emotions and attitudes
• Psychomotor
– Physical skills
http://www.nwlink.com/~donclark/hrd/bloom.html
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Cognitive Domain
• Recall and recognition of facts,
procedures, and concepts
• Development of intellectual skills
Cognitive Dimensions
• Original
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• Revised
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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Remember
Understand
Apply
Analyse
Evaluate
Create
Original: Bloom et al., 1956; Revised: Krathwohl, 2002
Remember
• Recalling and recognizing information
stored in long-term memory
• Able to recite from memory
Understand
• Comprehending the meaning of
information stored in long-term memory
• Able to explain in one’s own words
Apply
Analyse
• Using a formula or procedure in a novel
situation
• Able to implement a pre-made schema
• Breaking down the organizational
structure of a set of information
• Relating parts to each other and to a
main point
• Able to recognize logical fallacies and
use logical deduction
• Able to distinguish facts and inferences
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Evaluate
• Making criteria-based judgments
• Able to select the most effective
solution
Create
• Forming novel ideas and products from
constituent parts
• Able to design something new
Overlap of Dimensions
• Cumulative hierarchy of dimensions
• Transcendence of process over content
Overlap of Dimensions
• Cumulative hierarchy of dimensions
– Each new dimension adds a level of
complexity, compared to the previous
dimension
– Earlier dimensions involve simpler thinking
and later dimensions involve more complex
thinking
Overlap of Dimensions
• Transcendence of process over content
– Tests of different content, at the same
dimensional level, correlate more highly
than tests of the same content, at different
dimensional levels
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Hierarchical Overlap of Dimensions
Overlap of Dimensions
• Transcendence of process over content
– When students are capable of a given level
of thinking, they can more easily apply that
type of thinking to a novel type of content,
compared to using a new type of thinking
to act on the current content
– It is harder to learn a new type of thinking
than to learn to apply a given level of
thinking to new content
Stoker & Kropp, 1971
Organization of Dimensions
Two-Factor Framework:
Knowledge and Cognitive Processing
Factor 1:
Knowledge
Factor 2:
Cognitive
Processing
Krathwohl, 2002
Knowledge Dimension
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Factual
Conceptual
Procedural
Metacognitive
Factual Knowledge
• Basic elements of a domain
• Knowledge of definitions and facts
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Conceptual Knowledge
• Interrelationships between elements of
factual knowledge
• Knowledge of categories, principles,
and theories
Procedural Knowledge
• Steps needed to create an end result
• Knowledge of algorithms, techniques,
and decision-making criteria
Metacognitive Knowledge
• Methods for observing processes from
outside the grip of those processes
• Knowledge of available strategies, task
context, and one’s personal learning
processes
Affective Domain
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Feelings
Values
Motivations
Attitudes
Affective Dimensions
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Receiving phenomena
Responding to phenomena
Valuing
Organization
Internalizing values
Krathwohl, Bloom, & Bertram, 1973
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Receiving Phenomena
• Willingness to listen
• Listening with respect
• Maintaining attention
Responding to Phenomena
• Active participation
• Asks questions to enhance
understanding
• Interested and involved
Valuing
• Sensitive to individual and cultural
differences
• Externally demonstrates internalized
values
• Actions based on internal values, not
external sanctions
• Actively creates social improvements
Organization
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Prioritizes values
Accepts responsibility for actions
Integrates new and old values
Resolves conflicts between values
Actively creates an internal value
system
Internalizing Values
• Behaviors based on internal values
• Displays consistent and predictable
actions
• Cooperates as part of a team
• Self-reliant
• Committed to daily ethical practice
• Values others for who they are
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Psychomotor Domain
• Physical movement
• Coordination
Psychomotor Dimensions
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Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaptation
Origination
Simpson, 1972
• Discuss take-home and poster
assignments
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