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Dec
21
2011

Collection of posts and articles about learning objectives and Bloom's Taxonomy

www.mendeley.com/...papers
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instructionaldesign objectives bloom assessment

Aug
1
2011

Review of Bloom's Taxonomy, including problems and the revised version, with information about the differences between factual, conceptual, procedural, and metacognitive knowledge.

www97.intel.com/...Bloom_Taxonomy.htm
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bloom learning education

  • Those teachers who keep a list of question prompts relating to the various levels of Bloom’s Taxonomy undoubtedly do a better job of encouraging higher-order thinking in their students than those who have no such tool. On the other hand, as anyone who has worked with a group of educators to classify a group of questions and learning activities according to the Taxonomy can attest, there is little consensus about what seemingly self-evident terms like “analysis,” or “evaluation” mean. In addition, so many worthwhile activities, such as authentic problems and projects, cannot be mapped to the Taxonomy, and trying to do that would diminish their potential as learning opportunities.
Jul
25
2011

Criticism of Bloom's Taxonomy, with two alternatives for classifying objectives

www.performancexpress.org/...mainframe0212.html
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learningobjectives bloom learning instructionaldesign

  • The categories or “levels” of Bloom’s taxonomy (knowledge,   comprehension, application, analysis, synthesis, and evaluation) are not   supported by any research on learning. The only distinction that is supported   by research is the distinction between declarative/conceptual knowledge   (which enables recall, comprehension, or understanding) and procedural   knowledge (which enables application or task performance).
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