Transcript Bloom`s Taxonomy

Bloom’s Taxonomy
“Educational goals”
Classification
Common types and methods
Taxonomy
• The practice
and science of
classification.
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Greek
o “taxis” arrangement or
division,
o “nomos” law
Other common forms of
classification:
• Ontology
• Folksonomy
Ontology
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An ontology in computer science and information science is a formal representation
of a set of concepts within a domain and the relationships between those concepts. It
is used to reason about the properties of that domain, and may be used to define the
domain.
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...an ontology defines a set of representational primitives with which to model a
domain of knowledge or discourse.
(Tom Gruber, to appear in the Encyclopedia of Database Systems, Ling Liu and M. Tamer Özsu (Eds.), Springer-Verlag, 2008
http://tomgruber.org/writing/ontology-definition-2007.htm)
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Very relevant in computing for:
OWL (Web Ontology Language - designed for use by applications that need to process the
content of information; facilitates greater machine interpretability of Web content.
http://www.w3.org/TR/owl-features/)
o RDF (The Resource Description Framework - a language for representing information
about resources in the World Wide Web. www.w3.org/RDF/)
o Semantic Web (http://www.w3.org/2001/sw/)
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 e.g. Wolfram¦Alpha - long-term project to make all systematic knowledge immediately computable by anyone
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Ontology in Philosophy
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Different to computing
Study of the nature of being, existence or reality in general,
Deals with questions concerning what entities exist or can be said to exist and how such
entities can be grouped, related within a hierarchy, and subdivided according to similarities
and differences. Part of the major branch of philosophy, metaphysics.
Ontology
Beverage types classified according to the attributes alcoholic, nonalcoholic,
hot, sparkling, caffeinic, madeFromGrapes, and madeFromGrain.
http://www.jfsowa.com/ontology/
Connecting People Via Wikipedia
and Term Extraction - Blogoscoped
Matt Biddulph found a very cool way to create a meaningful “people network” via the Yahoo API. In a nut-shell, here’s how it
works:
You have a flat list of names, like Margaret Thatcher, Roy Jenkins, David Marshall, Tony Blair, Winston Churchill etc., and
you want to know which of these persons share a connection.
For every name, you search Yahoo for the top Wikipedia page; for Margaret Thatcher, the query would be “margaret
thatcher” site:wikipedia.org (you can use the Yahoo REST API for this).
You take the text from the resulting Wikipedia page (like “en.wikipedia.org/wiki/Margaret_Thatcher”) and apply Yahoo’s
Term Extraction API on it.
You’ll end up with a list of extracted terms, like baroness thatcher, woman, tony blair, political philosophy, and some of these
map back to the original list of names... and voila, you got the connection!
I assume this works with other things than just people... like movie titles, TV shows, band names and so on. Another
approach would be to calculate the Googleshare to find the relation between any two things; I wonder if the results for the
two approaches are somewhat similar in their structure.
http://blogoscoped.com/archive/2005-12-02-n25.html
Connecting People Via Wikipedia
and Term Extraction - Blogoscoped
Folksonomy
• Groups of people organizing information
into categories; user generated
categories, e.g. meta tagging, social
classification, social indexing, and social
tagging
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phrase coined by Thomas Vander Wal
[`furl (File Uniform
Resource Locators) - social
bookmarking website.
Rolled into Diigo.com in
2009.]
Gene Smith (2005) http://atomiq.org/archives/2005/01/visual_folksonomy_explanation.html
Bloom’s Taxonomy
Bloom’s Taxonomy
• Benjamin Bloom formulated a classification of
"the goals of the educational process”
(1948 Convention of the American Psychological Association)
• 3 "domains" of educational activities identified:
1.Cognitive Domain (knowledge, comprehension, and critical thinking)
2.Affective Domain (the way people react emotionally)
3.Psychomotor Domain (ability to physically manipulate a tool or instrument )
The Cognitive Domain
• Involves knowledge and the development
of intellectual attitudes and skills
• A hierarchy of educational objectives
• Subdivisions ranging from the simplest
behaviour to the most complex
Bloom’s Taxonomy
Creating
Evaluation
Analysising
Applying
Understanding
Knowledge/Remembering
Knowledge /
Remembering
Bloom’s Taxonomy
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Knowledge/Remembering is defined as the remembering of previously learned
material.
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This may involve the recall of a wide range of material, from specific facts to
complete theories, but all that is required is the bringing to mind of the appropriate
information.
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Learning outcomes: Knowledge represents the lowest level of learning outcomes in
the cognitive domain.
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Examples of learning objectives at this level are:
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know common terms
know specific facts
know methods and procedures
know basic concepts
know principles
University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Knowledge /
Remembering
Bloom’s Taxonomy
• Exam Question Cues:
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List
Define
Tell
Describe
Identify
Show
Label
Collect
Examine
Tabulate
Quote
Name
Who
When
Where
University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Understanding
Bloom’s Taxonomy
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Understanding is defined as the ability to grasp the meaning of material.
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This may be shown by translating material from one form to another (words to
numbers), by interpreting material (explaining or summarizing), and by estimating
future trends (predicting consequences or effects).
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These learning outcomes go one step beyond the simple remembering of material,
and represent the lowest level of understanding.
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Examples of learning objectives at this level are:
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understand facts and principles
interpret verbal material
interpret charts and graphs
translate verbal material to mathematical formulae
estimate the future consequences implied in data
justify methods and procedures
University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Understanding
• Exam Question Cues:
Bloom’s Taxonomy
Summarize
Describe
Interpret
Contrast
Predict
Associate
Distinguish
Estimate
Differentiate
Discuss
o Extend
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University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Applying
Bloom’s Taxonomy
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Applying refers to the ability to use learned material in new and concrete situations.
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This may include the application of such things as rules, methods, concepts,
principles, laws, and theories.
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Learning outcomes in this area require a higher level of understanding than those
under comprehension.
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Examples of learning objectives at this level are:
o apply concepts and principles to new situations
o apply laws and theories to practical situations
o solve mathematical problems
o construct graphs and charts
o demonstrate the correct usage of a method or procedure
University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Applying
• Exam Question Cues:
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Bloom’s Taxonomy
Apply
Demonstrate
Calculate
Complete
Illustrate
Show
Solve
Examine
Modify
Relate
Change
Classify
Experiment
Discover
University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Analysing
Key scienfitic instuments that we (comp sci’s) use
Bloom’s Taxonomy
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Analysing refers to the ability to break down material into its component parts
so that its organizational structure may be understood. It is one of the key
scienfitic instuments that we use in computer science.
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This may include the identification of parts, analysis of the relationship between
parts, and recognition of the organizational principles involved.
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Learning outcomes here represent a higher intellectual level than
comprehension and application because they require an understanding of both
the content and the structural form of the material.
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Examples of learning objectives at this level are:
recognize unstated assumptions
recognises logical fallacies in reasoning
distinguish between facts and inferences
evaluate the relevancy of data
analyse the organizational structure of a work (art, music,
writing)
o can the student distinguish between the different parts?
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University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Analysis
• Exam Question Cues:
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Bloom’s Taxonomy
Analyse
Separate
Order
Explain
Connect
Classify
Arrange
Divide
Compare
Select
Explain
Infer
University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Evaluating
Bloom’s Taxonomy
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Evaluating is concerned with the ability to judge the value of material
(statement, novel, poem, research report) for a given purpose.
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The judgments are to be based on definite criteria. These may be internal
criteria (organization) or external criteria (relevance to the purpose) and the
student may determine the criteria or be given them.
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Learning outcomes in this area contain elements of all the other categories,
plus conscious value judgments based on clearly defined criteria.
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Examples of learning objectives at this level are:
o judge the logical consistency of written material,
o judge the adequacy with which conclusions are supported by data
o judge the value of a work (art, music, writing) by the use of internal criteria
o judge the value of a work (art, music, writing) by use of external standards
of excellence
University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Evaluating
• Evaluating
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Bloom’s Taxonomy
Assess
Decide
Rank
Grade
Test
Measure
Recommend
Convince
Select
Judge
Explain
Discriminate
Support
Conclude
Compare
Summarize
University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Creating
Bloom’s Taxonomy
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Creating refers to the ability to put parts together to form a new whole.
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This may involve the production of a unique communication (theme or speech), a
plan of operations (research proposal), or a set of abstract relations (scheme for
classifying information).
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Learning outcomes in this area are highest in the cognitive hierarchy because they
stress creative behaviours, with major emphasis on the formulation of new patterns
or structure.
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Examples of learning objectives at this level are:
o write a well organized theme
o gives a well organized speech writes a creative short story (or poem or music)
o propose a plan for an experiment
o integrate learning from different areas into a plan for
solving a problem
o formulates a new scheme for classifying
objects (or events, or ideas)
o can the student justify a stand or decision?
University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Creating
• Exam Question Cues:
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Bloom’s Taxonomy
Combine
Integrate
Modify,
Rearrange
Substitute
Plan
Create
Design
Invent,
What if?
Compose
Formulate
Prepare
Generalize
Rewrite
University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
by John M. Kennedy T.
http://commons.wikimedia.org/wiki/Image:Bloom%27s_Rose.png
Class excercise:
Exploring Batteries with Bloom’s Taxonomy
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Knowledge/Remembering
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Understanding
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Determine ways the battery has changed the following markets: toys, small appliances, and health aids.
Evaluating
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Draw a rough diagram illustrating how to properly insert a battery into a torch, a tape recorder or alarm clock.
Analysing
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Describe the composition of a battery. Draw and label the parts of a battery. Describe how a battery works.
Applying
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List as many uses for household batteries as you can think of. Name as many different sized batteries as you
can. Write down all the places where you can buy batteries.
What criteria would you set up to evaluate a particular brand of battery? How would you use these criteria to
select your next battery?
Creating
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Invent a new toy that operates on batteries. Draw your design and indicate how and where the batteries are to
be installed.
Based on: Forte, Imogene and S. Schurr. (1997). The All-New Science Mind Stretchers: Interdisciplinary Units
to Teach Science Concepts and Strengthen Thinking Skills. Cheltenham, Vic.: Hawker Brownlow.
Excercise for next week
• Apply and discuss
Bloom’s Taxonomy in
relation to your
educational journey
(1st – 4th Year)
• 500-1000 words
Creating
Evaluating
Analysing
Applying
Understanding
Knowledge/Remembering
• Name & Student # on all
pages