Bloom's Taxonomy MCQ Quiz in தமிழ் - Objective Question with Answer for Bloom's Taxonomy - இலவச PDF ஐப் பதிவிறக்கவும்

Learning is a process of continual adaptation to the environment and assimilation and accommodation of new information and knowledge to fit in with pre-existing knowledge structures. 

Key PointsHere, Shreya is attending Yoga class and learning to perform asanas. She is using muscular co-ordination and physical skills. Psychomotor learning is involved in the given activity.

Psychomotor learning:- 

• Riding a bicycle, stitching, playing badminton, etc are examples of learning which involve muscular co-ordination and physical skills, like eye-hand co-ordination while hitting a ball, or a shuttle cock.
• Learning of skills that have large physical or motor components is referred to as psychomotor learning.
• 'Gross motor skills' include balance, left versus right directionality, and general co-ordination.
• 'Fine motor skills' are specific and differentiated physical skills like eye-hand co-ordination required for writing or stitching and doing precision skills. 

Thus, it is concluded that Psychomotor type of learning is involved in the given activity.

Hint

•  Affective learning:- Fear, love, passion, and dislikes illustrate learning involving emotions and feelings. This type of learning is called Affective learning. Affective learning is largely an outcome of the socio-cultural and emotional atmosphere surrounding us. 
• Discrimination learning:-In the learning of discriminations, the focus is on two or more similar or related concepts to finely outline the differences. If the concepts have been learnt already, comparison and discrimination can follow easily. Discrimination is attained through the comparison of such sets for different, similar, or related concepts. 
• Cognitive learning:- When learning refers to gaining of information, memorization, ability to perceive relationships between different ideas, explaining phenomena in different ways, etc., this type of learning refers to cognitive learning or intellectual learning.

Bloom's Taxonomy is a hierarchical framework for categorizing educational objectives and cognitive skills. Developed by Benjamin Bloom, it classifies learning into six levels: remembering, understanding, applying, analyzing, evaluating, and creating.

Key Points Bloom's taxonomy progresses from simple recall of information to higher-order thinking skills, guiding educators in designing effective learning experiences. It serves as a valuable tool for instructional planning, assessment development, and fostering intellectual development in learners. The performance that does not assess learning at the understanding level, according to Bloom's taxonomy, is stating the difference between the two concepts.

• Giving an example of a concept: Assessing the ability to provide an example involves applying knowledge and understanding, as the learner needs to comprehend the concept and illustrate it in a new context.
• Defining a concept as stated in a textbook: Defining a concept as stated in a textbook primarily requires understanding. It assesses the learner's comprehension of the material.
• Stating the difference between the two concepts: This task often requires a higher cognitive level, involving comparison and analysis. It goes beyond understanding and ventures into the application and analysis levels.
• Stating the meaning of a concept in one's own words: Expressing the meaning in one's own words is a classic understanding-level task. It assesses the learner's ability to interpret and articulate the meaning, demonstrating comprehension.

Thus, it is concluded that according to Bloom's taxonomy, the difference between the two concepts is assessed by learning at the understanding level.

The affective domain is one of the three domains of educational objectives, as proposed by educational psychologist Benjamin Bloom.

 Key Points

• Affective domain is concerned with the attitudes, interests, and values that students develop as they progress through their education.
• In this domain, the focus is on personal development and affective growth.
• This involves changes in the students' attitudes, beliefs, and emotions, and the development of appreciation and adequate adjustment needed for effective learning.
• The affective domain is related to the social and emotional aspects of learning and is seen as essential for holistic development.

Thus, it is concluded that The correct answer is II.

Hint Learning related to intellectual knowledge, skills, and abilities is more closely related to the cognitive domain of educational objectives.

Key Points

• Anderson and Krathwohl's taxonomy of instructional objectives, also known as the Revised Bloom's Taxonomy, is a framework that categorizes learning objectives based on cognitive processes and knowledge dimensions. It provides a structure for educators to design and assess learning experiences effectively.

The taxonomy consists of two main dimensions:

Cognitive Processes:

• This dimension describes different levels of thinking or cognitive processes involved in learning. It categorizes cognitive processes into six levels, listed in ascending order of complexity:
  • Remember: Recalling or retrieving information from memory.
  • Understand: Grasping the meaning of information or ideas.
  • Apply: Using knowledge or skills in different situations or contexts.
  • Analyze: Breaking down complex concepts or information into parts and examining their relationships.
  • Evaluate: Making judgments or assessments based on criteria or standards.
  • Create: Generating new ideas, products, or solutions by combining existing knowledge or skills.

Knowledge Dimensions:

• This dimension describes different types of knowledge that learners can acquire. It categorizes knowledge into four dimensions:
  • Factual Knowledge: Knowledge of basic facts, terms, or concepts.
  • Conceptual Knowledge: Understanding the interrelationships and organizing principles of a subject.
  • Procedural Knowledge: Knowledge of how to do or perform something, including skills and techniques.
  • Metacognitive Knowledge: Knowledge of one's own thinking processes and strategies for learning and problem-solving.
• By combining these two dimensions, educators can specify learning objectives that address both the cognitive processes and knowledge dimensions. This taxonomy helps in designing appropriate instructional strategies, selecting suitable assessment methods, and evaluating the depth of understanding and application of knowledge by learners.
• The Revised Bloom's Taxonomy provides a more nuanced and comprehensive framework compared to the original Bloom's Taxonomy, incorporating a greater emphasis on higher-order thinking skills such as analyzing, evaluating, and creating. It serves as a valuable tool for instructional design, curriculum development, and assessment in educational settings.

The options that are not part of the cognitive processes dimension of Anderson and Krathwohl's taxonomy of instructional objectives

B. Comprehension: This refers to the ability to understand or grasp the meaning of information. It involves interpreting, summarizing, and explaining ideas or concepts.

D. Synthesis: This refers to the ability to integrate or combine different elements to create something new. It involves the organization and combination of ideas, concepts, or information to form a coherent whole.

Therefore, the correct answer is option 3) B and D only.

Bloom's taxonomy is considered a three-rank hierarchical model. The three levels of Bloom’s Taxonomy are discussed below. 

Important Points

1. Cognitive domain: The cognitive domain of Bloom's taxonomy includes knowledge, mental and intellectual skill development. 
In terms of complexity levels, there are six sub-heads of the cognitive domain. 

• Knowledge – remembering or recognizing something previously encountered without necessarily understanding, using, or changing it.
• Comprehension – understanding the material being communicated without necessarily relating it to anything else.
• Application – using general concepts to solve a particular problem.
• Analysis – breaking something down into parts.
• Synthesis – creating something new by combining different ideas.
• Evaluation – judging the value of materials or methods as they might be applied in a particular situation.
  • Evaluation means judging the value of materials or methods as they might be applied in a particular situation. 
  • Example: hire the most qualified candidate, articulate, and justify the new budget.

Additional Information

2. Affective domain: The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection, there are five sub-heads of the affective domain. 

• Receiving is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to.
• Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim.
• Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate.
• The organization is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine.
• Characterization by value or value set is to act consistently in accordance with the values he or she has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.

​3. Psychomotor domain: The psychomotor domain refers to those objectives that are specific to reflex actions interpretive movements and discreet physical functions, there are six sub-heads of the psychomotor domain. 

• Reflex movements – actions that occur involuntarily in response to some stimulus.
• Basic fundamental movements – innate movement patterns formed from a combination of reflex movements.
• Perceptual abilities – translation of stimuli received through the senses into appropriate movements.
• Physical abilities – basic movements and abilities that are essential to the development of more highly skilled movements.
• Skilled movements – more complex movements requiring a certain degree of efficiency.
• Non-discursive movements – ability to communicate through body movement.  

Confusion Points  Revised theory of bloom's taxonomy :

• Knowledge – remembering or recognizing something previously encountered without necessarily understanding, using, or changing it.
• Comprehension – understanding the material being communicated without necessarily relating it to anything else.
• Application – using the general concepts to solve a particular problem.
• Analysis – breaking something down into parts.
• Evaluation – judging the value of materials or methods as they might be applied in a particular situation.
• Create- Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Put things together; bring together various parts; write a theme, present speech, plan experiment, put information together in a new & creative way. 

Hence, we can conclude that the right answer to this question is Evaluation.

The correct answer is 'i) Cognitive, ii) Affective, iii) Psychomotor'.

Key Points

• Domains of Bloom's Taxonomy:
  • Bloom's Taxonomy is a framework developed by Benjamin Bloom and his colleagues in 1956 for categorizing educational goals and objectives.
  • The taxonomy is divided into three domains:
    • Cognitive: This domain involves knowledge and the development of intellectual skills. It includes six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation.
    • Affective: This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. It is categorized into five levels: receiving, responding, valuing, organizing, and characterizing.
    • Psychomotor: This domain involves physical movement, coordination, and the use of motor skills. It includes categories like perception, set, guided response, mechanism, complex overt response, adaptation, and origination.

Mastery learning is a term, formulated by John B.Carrol1 (1971) and Benjamin Bloom (1971). Mastery learning provides a compact and interesting way of increasing the likelihood that more students will attain a satisfactory level of performance in school subjects.

Important PointsThey transformed their views into a system with the following characteristics:
1. Mastery of any subject is defined in terms of sets of major objectives which represent the purpose of the course or unit.
2. The substance is then divided into a larger set of relatively small learning units, each one accompanied by its objectives, which are parts of the larger ones or thought essential to their mastery.
3. Learning materials are then identified and the instructional strategy selected.
4. Each unit is accompanied by brief diagnostic tests which measure the student's developing progress (the formative evaluation) and identify the particular problem each student is having.
5. The data obtained from administering the test is used to provide supplementary instruction to the students to help them overcome their problems.

Additional Information

• If information is managed in this way, Bloom believes, then time to learn can be adjusted to fit aptitude.
• Students of lesser aptitude can be given more time and more feedback while the progress of all is monitored with the assistance of tests. This model is called so because it believes in achieving mastery on a particular subject.
• Every class suffers from 'under-achievers' (performance of the students lacked from normal students), these students suffer from an inferiority complex, which affects their progress. This inferiority complex affects self-concept. These students have a low self-concept, which affects teaching.
• Ultimately it is an enormous wastage of expenditure on education.
• Thus, Bloom presented this model to achieve mastery on a particular subject to a certain limit, to every student, called it 'Mastery Learning Model', based on two assumptions.
  • Except physically, mentally, and emotionally handicapped students (ninety-five percent) all students can master a certain subject, if they have given choice to learn at their speed and by proper teaching methods.
  • A subject can be mastered from 90 to 95% if proper teaching methods are adopted. 

Hence, we can conclude that the Attain mastery level by teachers is not developed by the mastery learning model by B.S Bloom. Instead, it talks about the mastery level of a subject by students.

The correct answer is - Verbs

Key Points

• Revised Bloom’s Taxonomy
  • In the revised version of Bloom's Taxonomy, the focus is on action-oriented learning outcomes.
  • Each cognitive level is represented using verbs to describe learning objectives.
  • The use of verbs emphasizes what learners are expected to do, making the objectives measurable and observable.
• Examples of Verbs in Cognitive Domains
  • For Remembering: Recognize, Recall.
  • For Understanding: Summarize, Explain.
  • For Applying: Implement, Use.
  • For Analyzing: Differentiate, Organize.
  • For Evaluating: Critique, Judge.
  • For Creating: Design, Construct.
• Objective
  • The aim of using verbs is to clearly define the level of knowledge learners should achieve.
  • This helps educators align teaching strategies and assessments with learning outcomes.

Additional Information

• Original Bloom’s Taxonomy
  • Developed by Benjamin Bloom in 1956, it categorized learning objectives into three domains: Cognitive, Affective, and Psychomotor.
  • The original cognitive domain levels were represented as nouns like Knowledge, Comprehension, and Application.
• Revised Bloom’s Taxonomy (2001)
  • Anderson and Krathwohl revised the taxonomy to make it more relevant for modern education.
  • They replaced nouns with verbs to better describe actionable learning outcomes.
  • The revised taxonomy includes six levels: Remember, Understand, Apply, Analyze, Evaluate, and Create.
• Importance in Education
  • Helps educators design curricula, teaching methods, and assessments that align with desired learning outcomes.
  • Encourages active learning by focusing on what learners can do with the knowledge they acquire.

The correct answer is - Metacognitive

Key Points

• Metacognitive knowledge was newly added in the revised Bloom’s Taxonomy by Anderson and Krathwohl.
  • The original Bloom’s Taxonomy (1956) focused on three categories of knowledge: Factual, Conceptual, and Procedural.
  • The revised version introduced Metacognitive knowledge, which refers to awareness and understanding of one’s own thought processes.
  • This addition emphasizes the importance of self-regulation, reflection, and awareness in learning.
• Metacognitive knowledge includes:
  • Self-awareness: Understanding one’s strengths, weaknesses, and learning strategies.
  • Task awareness: Understanding the requirements, goals, and challenges of a given task.
  • Strategy knowledge: Knowing how to approach learning tasks effectively and efficiently.

Additional Information

• Bloom’s Taxonomy (Original vs Revised):
  • The original taxonomy (1956) had six cognitive levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
  • The revised taxonomy (2001) renamed and reordered these levels as: Remember, Understand, Apply, Analyze, Evaluate, and Create.
  • Additionally, the revised taxonomy introduced a second dimension: the Knowledge Dimension, consisting of Factual, Conceptual, Procedural, and Metacognitive knowledge.
• Importance of Metacognition in Education:
  • Helps learners reflect on their learning processes and adjust strategies for better outcomes.
  • Encourages self-directed learning and promotes lifelong learning skills.
  • Supports educators in designing activities that foster critical thinking and problem-solving.
• Examples of Metacognitive Strategies:
  • Planning: Setting goals, identifying resources, and choosing strategies before starting a task.
  • Monitoring: Continuously assessing one’s performance and understanding during the task.
  • Evaluating: Reflecting on the outcome and effectiveness of the strategies used after completing the task.

The correct answer is - Organisation

Key Points

• Organisation is a level in Krathwohl's Affective Domain of learning, which involves:
  • Recognising one's values and beliefs and organising them into a coherent system.
  • Developing a consistent set of behaviours and forming realistic aspirations based on self-awareness of abilities and limitations.
  • Prioritising values and integrating them into a structured framework for decision-making and actions.
• In this context, recognising abilities, limitations, and values is a reflection of the learner's ability to evaluate and organise their personal traits into a meaningful framework.
• Organisation is a higher level of affective learning compared to Receiving, Responding, and Valuing, as it involves internalisation and synthesis of values.

Additional Information

• Krathwohl's Affective Domain is part of Bloom's Taxonomy and consists of five hierarchical levels:
  • Receiving:
    • The most basic level, where learners are aware of or pay attention to stimuli.
    • Example: Listening attentively to a lecture.
  • Responding:
    • Involves active participation and reaction to stimuli.
    • Example: Answering questions or engaging in discussions.
  • Valuing:
    • Attaching worth or value to an object, phenomenon, or behavior.
    • Example: Respecting others' opinions during debates.
  • Organisation:
    • Integrating values into a structured system and prioritising them.
    • Example: Setting personal goals based on self-awareness and values.
  • Characterisation:
    • The highest level, where values consistently influence behaviour and decision-making.
    • Example: Leading a life aligned with ethical principles.
• Application in Learning:
  • Organisation is crucial for developing long-term goals and a clear sense of identity.
  • Instructors can foster this by encouraging self-reflection and value-based decision-making exercises.