Bloom’s Taxonomy Presented by: Callay Jarrett, Tianna Henry, Jeremiah Brown

measuring learning outcomes Presented by: Callay Jarrett, Tianna Henry, Jeremiah Brown University of the West Indies February 18, 2025.

part 1 learning domains.

Objectives. Define the three domains of learning: cognitive, affective, and psychomotor. Describe the six levels of Bloom’s cognitive domain and their significance in learning. Explain how the affective and psychomotor domains contribute to overall learning and skill development. Classify learning activities and assessment tasks according to the appropriate Bloom’s domain..

The 3 learning domains. Cognitive. Affective. Psychomotor.

The cognitive domain focuses on mental skills and knowledge acquisition. It involves processes related to:.

The affective domain focuses on emotions, attitudes, values, and feelings and how individuals respond to and internalize learning experiences. It is characterized by:.

The psychomotor domain focuses on physical movement, motor skills, coordination, and the use of the body to perform tasks. It is characterized by:.

The purpose of these frameworks (cognitive, affective, and psychomotor domains) in education is to provide a structured approach to learning, ensuring that students develop a well-rounded set of skills. These frameworks help teachers design effective lesson plans, assessments, and instructional strategies to meet different learning needs..

Can you classify the tasks based on the learning domains?.

Taxonomy of educational objectives in the cognitive domain.

Remembering (Knowledge): Recalling facts, terms, basic concepts, or answers. Example: Define "density" or list the states of matter..

Analyzing (Analysis): Breaking information into parts to examine relationships and patterns. Example: Compare the effects of different factors on the rate of reaction..

define list describe match identify name. label outline recall recite select state.

verbs at the understanding level. convert defend discriminate distinguish explain extend.

verbs at the applying level. change compute demonstrate develop employ modify operate.

verbs at the analyzing level. break down deduce diagram differentiate distinguish illustrate.

verbs at the evaluating level. appraise compare contrast conclude criticize.

verbs at the creating level. categorize compile compose create design.

Given a problem to be solved, the student will design on paper a scientific experiment to address the problem, without using any reference materials..

Encourages motivation: Students who feel emotionally connected to a topic are more likely to stay engaged and retain knowledge. Develops ethical reasoning: Helps students form opinions and values on scientific and societal issues . Improves teamwork and collaboration: Encourages students to work effectively in groups, respecting diverse perspectives. Enhances perseverance and resilience: Encourages students to push through challenges, such as mastering complex scientific concepts.

A student feels responsible for reducing plastic waste after learning about ocean pollution and then takes action to start a recycling project..

Enhances practical skills: Helps students physically manipulate tools and equipment, like using lab instruments. Develops precision and efficiency: Encourages careful and accurate execution of experiments and technical tasks. Bridges theory and practice: Moves students beyond memorization to real-world applications of scientific concepts. Boosts confidence in execution: As students practice skills repeatedly, they gain mastery and independence..

A student carefully adjusts a microscope’s focus to view a specimen after learning about cell structures in class..

part 2 webb’s depth of knowledge versus bloom’s taxonomy.

Objectives. Analyze the similarities and differences between Bloom’s cognitive domain and Webb’s Depth of Knowledge (DOK). Compare assessment items based on Bloom’s Taxonomy and Webb’s DOK to identify their respective cognitive demands. Evaluate the effectiveness of different assessment methods in measuring student learning across all three domains. Develop an assessment plan that incorporates Bloom’s cognitive levels and considers DOK levels for deeper learning..

what is webb’s depth of knowledge (Dok). Webb’s Depth of Knowledge (DOK) is a framework developed by Norman Webb that categorizes learning tasks based on the complexity of thinking required rather than just difficulty. It helps teachers design assessments and activities that promote deeper learning and critical thinking..

Four levels of webb’s dok. Recall & Reproduction.

dok level 1 : Recall and reproduction. Basic knowledge and simple procedures Requires recalling facts, definitions, or simple procedures without much thinking Usually has a single correct answer Examples: List the parts of a plant cell. Recall Newton’s first law of motion. Perform a simple titration experiment following step-by-step instructions..

dok level 2 : skills and concept. Applying knowledge to solve problems or explain concepts Requires some reasoning and decision-making Involves organizing, comparing, and summarizing information Examples: Explain why metals conduct electricity but non-metals do not. Classify animals as vertebrates or invertebrates based on their characteristics. Interpret a graph showing the relationship between temperature and solubility..

dok level 3 : strategic thinking. Requires reasoning, planning, and evidence-based conclusions Involves solving problems with more than one possible answer Students justify, analyze, and evaluate information Examples: Design an experiment to test how different surfaces affect friction. Analyze data from a chemical reaction to determine the limiting reactant. Compare and contrast renewable and nonrenewable energy sources..

dok level 4 : extended thinking. Complex, real-world problem-solving Requires synthesizing multiple concepts over time Often involves project-based learning or investigations Examples: Develop a model to explain how climate change impacts ecosystems. Conduct a long-term experiment on plant growth under different conditions and draw conclusions. Create a public awareness campaign on the effects of pollution on marine life..

similarities between webb’s dok and bloom’s taxonomy.

Feature Bloom’s Taxonomy Webb’s Depth of Knowledge (DOK) Focus Types of thinking skills (e.g., remembering, analyzing, creating) Level of complexity required to complete a task Application Guides lesson objectives and cognitive skills development Ensures alignment between instruction, tasks, and assessments Key Question What kind of thinking is required? How deeply must students engage with content?.

Assessment Item Bloom’s Taxonomy Level DOK Level Cognitive Demand "Define Newton’s First Law of Motion." Remembering DOK 1 (Recall & Reproduction) Simple recall of facts; no analysis required. "Label the parts of a microscope." Remembering DOK 1 (Recall & Reproduction) Basic recall and identification of information..

Assessment Item Bloom’s Taxonomy Level DOK Level Cognitive Demand "Explain why metals conduct electricity better than non-metals." Understanding DOK 2 (Skills & Concepts) Requires explaining a concept beyond simple recall. "Classify substances as acids, bases, or neutral based on pH values." Applying DOK 2 (Skills & Concepts) Requires application of classification rules..

Assessment Item Bloom’s Taxonomy Level DOK Level Cognitive Demand "Analyze a velocity-time graph and describe the motion of an object." Analyzing DOK 3 (Strategic Thinking) Requires interpretation, reasoning, and drawing conclusions. "Design an experiment to test the effect of temperature on enzyme activity." Creating DOK 4 (Extended Thinking) Requires designing an investigation with multiple steps and variables..

designing better assessments using bloom’s taxonomy and webb’s dok.

Assessment Method Strengths Multiple-Choice Tests Measures recall and understanding efficiently. Short-Answer Questions Assesses comprehension and application of concepts. Essays Evaluates analysis, evaluation, and synthesis of knowledge. Concept Maps Shows understanding of relationships between concepts. Problem-Based Assessments Measures critical thinking and application in real-world contexts..

Assessment Method Strengths Self-Reflection Journals Encourages self-awareness and personal growth. Observations (Behavioral Checklists) Measures attitudes and interactions in real-time. Peer & Self-Assessment Promotes self-awareness and responsibility. Surveys & Questionnaires Measures attitudes and opinions effectively. Group Projects & Presentations Assesses collaboration, communication, and leadership skills..

Assessment Method Strengths Demonstrations & Practical Exams Directly assesses skill performance in real time. Skills Checklists & Rubrics Provides clear criteria for skill proficiency. Performance-Based Assessments (Lab Experiments, Sports Drills) Evaluates real-world application of skills. Simulations (Virtual Labs, Role-Playing) Safe way to practice skills before real application. Video Recordings for Self-Analysis Allows students to review and refine skills..

Assessment Type Sample Question/Task Bloom’s Level DOK Level Purpose 1. Multiple-Choice Quiz "What is the formula for calculating density?" Remembering DOK 1 Quick recall of factual knowledge. 2. Short Answer Questions "Explain why ice floats on water using the concept of density." Understanding DOK 2 Assesses conceptual understanding beyond recall. 3. Problem-Solving Task "Given mass = 50g and volume = 20cm³, calculate the density and determine if the object will sink or float in water." Applying DOK 2 Tests application of knowledge in real-world contexts. 4. Concept Mapping Activity "Create a concept map linking the states of matter, molecular structure, and energy changes." Analyzing DOK 3 Evaluates connections between ideas. 5. Experiment & Lab Report "Design an experiment to investigate how temperature affects the solubility of salt in water. Collect and analyze data." Creating DOK 4 Encourages deep thinking, extended reasoning, and synthesis of knowledge. 6. Real-World Case Study "Analyze the impact of ocean acidification on marine life using scientific principles and propose solutions." Evaluating DOK 4 Engages students in critical thinking, extended research, and real-world problem-solving..

Assessing the objectives.

Define the three domains of learning: cognitive, affective, and psychomotor. [remembering] Describe the six levels of Bloom’s cognitive domain and their significance in learning. [understanding] Explain how the affective and psychomotor domains contribute to overall learning and skill development. [understanding] Classify learning activities and assessment tasks according to the appropriate Bloom’s domain. [applying].

concept map.

Affective Domain. cognitive Domain. psychomotor Domain.

“Kubiszyn, T. (2003). Educational Testing and Measurement:Classroom Application and Practice, (10th ed.)John Wiley and Sons Inc.” “Popham, W.J. (2014) Classroom Assessment: What Teachers Need to Know, (8th ed.). Pearson” Giesen, J. (n.d.). Teaching with the Revised Bloom’s Taxonomy [pg. 1-2 & 11-14]. Faculty Development and Instructional Design Center. Bloom’s taxonomy and Webb’s depth of knowledge. (2018, January 5). https://www.synergiseducation.com/blooms-taxonomy-and-webbs-depth-of-knowledge/ Hoque, E. (2023, July 14). 3 Domains Of Bloom's Taxonomy- Easy Explained For Students-B.Ed Notes. EduCere Centre. https://educerecentre.com/what-are-the-three-domains-of-blooms-taxonomy/#google_vignette.