DRJJ Taxonomy OutcomeIndicators 30092011 PDF

Compiled by Dr JJ, UiTM Shah Alam http://drjj.uitm.edu.my; HP: +60193551621 Email: [email protected].
my
Appendix A1: Taxonomies of Learning Domains Activities at Various Cognitive Levels of

Learning (LoL).
Reproduced with permission from Lynn Bellamy, Veronica Burrows, and Barry McNeill.
http://enpub.fulton.asu.edu/mcneill/blooms.htm. Accessed January 2010 & re-accessed
August 2011.
Bloom’s taxonomy of learning objectives is used to define how well a skill or competency is learned or
mastered. A fuller description of Bloom’s taxonomy is given in the following pages but a brief summary
of the activities associated with each level is given below.
1. At Knowledge Level of Learning a student can define terms

2. At Comprehension Level of Learning a student can work assigned problems and can example
what they did
3. At Application Level of Learning a student recognizes what methods to used and then used the
methods to solve problems
4. At Analysis Level of Learning a student can explain why the solution process works
5. At Synthesis Level of Learning a student can combine the part of a process in new and useful
ways
6. At Evaluation Level of Learning a student can create a variety of ways to solve the problem and
then, based on established criteria, select the solution method best suited for the problem.
KNOWLEDGE (INFORMATION)
1. How do I know I have reached this level?
I can recall information about the subject, topic, competency, or competency area; I
can recall the appropriate material at the appropriate time. I have been exposed to and
have received the information about the subject; thus, I can respond to questions, perform
relevant tasks, etc.
2. What do I do at this level?
I read material, listen to lectures, watch videos, take notes; I pass ‘True/False’, ‘Yes/No’,
‘multiple choice’, or ‘fill in the blank’ tests which demonstrate my general knowledge of
the subject. I learn the vocabulary or terminology as well as the conventions or rules associated
with the subject.
3. How will the teacher know I am at this level?
The teacher will provide verbal or written tests on the subject that can be answered by
simply recalling the material I have learned about this subject.
Page 1
Compiled by Dr JJ, UiTM Shah Alam http://drjj.uitm.edu.my; HP: +60193551621 Email: [email protected]
4. What does the teacher do at this level?
The teacher directs, tells, shows, identifies, examines the subject or competency area at this
level.
5. What are typical ways I can demonstrate my knowledge?

a. Answer ‘True/False’, ‘Yes/No’, ‘fill in the blank’, or ‘multiple choice’ questions correctly.
b. Define technical terms associated with the subject by stating their attributes, properties,
or relations.
c. Recall the major facts about the subject.
d. Name the classes, sets, divisions, or arrangements that are fundamental to the subject.
e. List the criteria used to evaluate facts, data, principles, or ideas associated with the
subject.
f. List the relevant principles and generalizations associated with the subject.
g. List the characteristic methods of approaching and presenting ideas associated with the
subject (e.g., list the conventions or rules associated with the subject).
h. Describe the general problem solving method (i.e., the techniques and procedures) or
the method(s) of inquiry commonly used in the subject area.
6. What are typical work products?

a. Answers to Knowledge level quizzes (‘True/False’, ‘Yes/No’, ‘fill in the blank’, or ‘multiple
choice’).
b. Lists of definitions or relevant principles and generalizations associated with the subject.
c. Modifications of example problems presented in the textbook; for example, modest
changes in numerical values or units; i.e., solutions to problems which were solved
using ‘pattern recognition’.
7. What are descriptive ‘process’ verbs?
define label listen list memorize name

read recall record relate repeat view
COMPREHENSION (UNDERSTANDING)
I comprehend or understand the subject, topic, competency, or competency area; I use ideas
associated with the subject without relating them to other ideas or subjects. I may not yet
completely understand the subject. When others are discussing this subject, I can follow and
understand the discussion. This level requires Knowledge.
Page 2
I successfully solve textbook problems using appropriate techniques and procedures based on
(1) where the problem is located in the book or (2) the problem statement. I translate ideas into
my own words (translation from one level of abstraction to another). I translate graphical or
symbolic information (e.g., tables, diagrams, graphs, mathematical formulas, etc.) into verbal
forms, and vice versa. I interpret or summarize communications (oral/written/graphical). I can
use the problem solution to determine effects, trends, implications, corollaries, etc.
The teacher will ask questions that can be answered by restating or reorganizing material in a
literal manner; i.e., by clearly stating facts or the principle meaning of the material in your own
words. The teacher will also give tests based on the textbook problems that were (1) assigned as
homework or (2) used as examples in the textbook or in class.
The teacher demonstrates, solves problems, listens, questions, compares, contrasts, and
examines the information and your knowledge of the subject.
5. What are typical ways I can demonstrate, on my own, my comprehension and understanding?
a. Read textbook problems, understand what is required, and successfully solve the
problems.
b. Clearly document the process used to solve the problem.
c. Clearly describe the solution to the problem.
d. Draw conclusions based on the solution to the problem.
e. Compare/contrast two different textbook problems (i.e., what elements are the same?
what elements are different?).
f. Restate an idea, theory, or principle in your own words.

a. Answers to Comprehension level quizzes and exams (‘multiple choice’ or textbook
problems).
b. Solutions to textbook problems which include (a) a summary of the learning objectives
associated with the problem, (b) the problem statement in the form of a clearly labeled
sketch, specifications, and what is required, (c) a description of the general solution
method (techniques and procedures) used to solve the problem, and (d) a discussion of
the solution.
Page 3
describe discuss explain express identify locate

recognize report restate review solve tell
APPLICATION (INDEPENDENT PROBLEM SOLVING)
I can recognize the need to use an idea, concept, principle, theory, or general solution methods
(techniques and procedures) without being told and without any specific or immediate context
or cues. For example, I do not need to locate a similar example in a textbook, nor do I need to
know that an assignment is for a particular course in order to recognize the need to use a
particular idea, etc. I know and comprehend these ideas, concepts, principles, theories, or
general solution methods (techniques and procedures and I can apply them to new situations. I
also have the ability to recognize when a certain task or project is beyond my current
competency. This level requires Knowledge and Comprehension.
I apply ideas, concepts, principles, theories, or general solution methods (techniques and
procedures) that I learned at the Knowledge and Comprehension level to new situations. I solve
problems in which the solution method is not immediately evident or obvious. I solve these
problems independently and make use of other techniques and procedures as well. This
requires not only knowing and comprehending these ideas, concepts, principles, theories, and
general solution methods (techniques and procedures) but deep thinking about their usefulness
and how they can be used to solve new problems that I identify or define.
The teacher will review my work products and confirm that I am solving problems
independently, in new situations, and without prompting by the teacher. The teacher will be
able to pose general questions such as "How much protection from the sun is enough?" and I will
know how to answer the question by defining and solving a problem.
The teacher assigns problems that do not explicitly (or as best possible implicitly) imply the use
of an expected solution methodology. The teacher may develop problems and assignments in
conjunction with teachers in another related subject areas. The teacher will probe for use of
course material outside of the course.
5. What are the typical ways I can demonstrate, on my own, my Application of Knowledge and
Comprehension?
Page 4
a. Solve problems which require that I recognize and apply the appropriate ideas,
concepts, principles, theories, general solution methods (techniques and procedures),
etc. without being told and without any specific or immediate context or cues.
b. Apply the laws of mathematics, chemistry, and physics, as well as engineering, business
or design concepts, etc. to practical problems or situations.
c. Solve problems associated with design/build projects.
Application level work products are very similar to Comprehension level work products;
however, documentation will be included which demonstrates that you recognized the need to
use ideas, concepts, principles, theories, general solution methods (techniques and procedures),
etc. in a new situation.
apply demonstrate employ illustrate interpret

operate practice recognize solve use
ANALYSIS (LOGICAL ORDER, COMPONENTS)
I can explain why. I can methodically examine ideas, concepts, principles, theories, general
solution methods (techniques and procedures), reports, etc. and separate these into their
component parts or basic elements. I can use the results of this examination to clarify the
organization of the whole or to gain a global view. This level requires Knowledge and
Comprehension Levels of Learning; Application is not required.
I demonstrate that I can analyze results by breaking ideas, concepts, principles, theories, general
solution methods (techniques and procedures), reports, etc. into their component parts. I
explain the logical interconnections of the parts. I can also develop detailed cause and effect
sequences.
When asked, I am able to explain why I did what I did. I include a discussion with my work that
explains why my solution method worked.
The teacher probes, guides, observes, and acts as a resource or facilitator.
Page 5
5. What are typical questions I can ask myself that will demonstrate my Analysis Level of Learning?
a. What are the causal relationships between the parts and how the whole functions?
b. Can I explain, from the parts, why the whole does or does not work?
c. Are the conclusions supported by sound reasoning?
d. Does the evidence provided support the hypothesis or the conclusion?
e. Are the conclusions supported by facts, opinions, or an analysis of the results?
f. What are the unstated assumptions, if any?

a. Answers to Analysis level exams (problems, multiple choice, and essays).
b. Analysis level work products are very similar to Comprehension level work products;
however, documentation will include a more extensive discussion of the work. The
content, amount, and depth of the presentation is what distinguishes Analysis level
work products from Comprehension level work products; e.g., see items a. through f.
above.
analyze appraise break apart break down calculate

compare contrast debate diagram differentiate
examine experiment explain inspect inventory
question relate solve
SYNTHESIS (CREATE)
I have the ability to assemble parts and elements into a unified organization or whole that
requires original or creative thinking. I recognize new problems and develop new tools to solve
them. I create my own plans, models, hypotheses, etc. for constructing solutions to problems.
This Level of Learning requires Knowledge, Comprehension, Application and Analysis Levels of
Learning.
I generate ideas and use them to create a physical object, a process, a design method, a written
or oral communication, or even a set of abstract relations (e.g., mathematical models). I produce
written or oral reports that have the desired effect (e.g., information acquisition, acceptance of
a point of view, continued support, etc.) on the reader or listener. I generate project plans. I
propose designs. I formulate hypotheses based on the analysis of relevant or pertinent factors. I
am able to generalize from a set of axioms or principles.
Page 6
I demonstrate that I can combine ideas into a statement, a plan, a product, etc. that was
previously unknown to me; e.g., I develop a program that includes the best parts of each of
these ideas.
4. What does the teacher do as this level?
The teacher reflects, extends, analyzes, and evaluates.
5. What are the typical questions I can ask myself that will demonstrate my Synthesis Level of
Learning?
a. Can I create a project plan?
b. Can I develop a model?
c. Can I propose a design?

a. Answers to Synthesis level exams (problems, multiple choice, and essays).
b. Synthesis level work products are very similar to Comprehension level work products;
content, amount, and depth of the presentation is what distinguishes Synthesis level
work products from Comprehension level work products; e.g., see items a. through c.
above.
Arrange assemble collect compose construct

create design formulate manage organize
plan prepare propose set up write
EVALUATION (APPRECIATION)
I have the ability to judge and appreciate the value of ideas, concepts, principles, theories, or
general solution methods (techniques and procedures) using appropriate criteria. This level
requires Knowledge, Comprehension, Application, Analysis, and Synthesis Levels of Learning.
Page 7
I make value judgments based on certain criteria such as usefulness and effectiveness. Based on
information gained through application, analysis, and synthesis, I can rationally select a process,
a method, a model, a design, etc. from among a set of possible processes, methods, models,
designs, etc. I evaluate competing plans of action before actually starting the work. I evaluate
work products based on internal standards of consistency, logical accuracy, and the absence of
internal flaws; e.g., I can certify that the feasibility of a design has been demonstrated in a
report. I evaluate work products based on external standards of efficiency, cost, or utility to
meet particular goals or objectives; e.g., I can certify that the quality of the design has been
demonstrated in a report.
I demonstrate that I can select, judge, or appreciate a process, a method, a model, a design, etc.
using appropriate criteria or standards.
The teacher clarifies, accepts, harmonizes, aligns, and guides.
5. What are typical statements and questions I can answer to that will demonstrate or show my
appreciation/evaluation?
a. I can evaluate an idea in terms of ...

b. For what reasons do I favor...?
c. Which policy do I think would result in the greatest good for the greatest number?
d. Which of these models or modeling approaches is best for my current needs?
e. How does this report demonstrate that the design is feasible?
f. How does this report demonstrate the quality of the design?

a. Answers to Evaluation level exams (problems, multiple choice, and essays).
b. Evaluation level work products are very similar to Comprehension level work products;
content, amount, and depth of the presentation is what distinguishes Evaluation level
work products from Comprehension level work products; e.g., see items a through f
above.
Page 8
appraise assess choose compare estimate

(quality)
evaluate judge predict (quality) rate value select
Page 9
Appendix A2: Bloom’s Revised Taxonomy – Knowledge Dimensions (Types of Knowledge).

Example from Computing & Information Technology
Bobby Elliott, Scottish Qualification Authority. Version 1.1, February 2002. The document borrows from the textbook, A Taxonomy for Learning,
Teaching and Assessment (ISBN 0-8013-1903-X) which was written by Lorin W Anderson and David R Krathwohl. From:
http://www.bobbyelliott.com/Taxonomy.htm. Accessed July 2011.
Category Examples
Factual knowledge: The basic elements candidates must know to be acquainted with a discipline.
Technical vocabulary, knowledge of symbols,
Knowledge of terminology. knowledge of measures, knowledge of acronyms and
abbreviations.
History of the Internet, descriptions of features of
Knowledge of specific details. specific WP program, sources of information,
knowledge of a programming language.
Conceptual knowledge: The relationships between components or systems.
Types of programming language, types of computer
Knowledge of classifications.
system.
Basic structure of a computer, ISO reference model,
Knowledge of systems.
knowledge of a specific operating system.
Stored program concept, programming
Knowledge of principles and generalisations.
techniques, Moore’s Law.
Knowledge of theories, models and Program testing strategies, SSADM, program design,
structures. JSP.
Procedural knowledge: How to do something, methods of research, criteria for using methods and
techniques.
Knowledge of how to use an application package,
Knowledge of subject-specific skills and
knowledge of how to write a computer program, sorting
algorithms.
and searching algorithms.
Knowledge of subject-specific techniques Top-down program design, normalisation, structured
and methods. programming, systematic fault-finding.
Knowledge of when to use a specific algorithm,
Knowledge of criteria for using procedures. knowledge of criteria for selecting a type of applications
package.
Meta knowledge: Knowledge of knowledge.
Knowledge of learning strategies, knowledge of the use
Strategic knowledge.
of heuristics, knowledge of mind & concept mapping.
Knowledge about the relative complexity of different
Knowledge about cognitive tasks. procedures, techniques how to answer questions in
examinations and presentations.
Awareness of personal strengths and weaknesses,
Self knowledge. awareness of extent of own knowledge about a
particular topic.
Page 10
Appendix A3: Bloom’s Revised Taxonomy – Depth of Knowledge (Cognitive Process).

Examples from Computing & Information Technology
Bobby Elliott, Scottish Qualification Authority. Version 1.1, February 2002. The document borrows from the textbook, A Taxonomy for Learning,
Teaching and Assessment (ISBN 0-8013-1903-X) which was written by Lorin W Anderson and David R Krathwohl. From:
http://www.bobbyelliott.com/Taxonomy.htm. Accessed July 2011.
Cognitive ability Keywords Definitions and examples

Remember: Retrieve relevant knowledge from memory.
Identify Matching descriptions with visual representations. For example,
Recognising
Match identifying the components of a microcomputer system.
State Retrieving knowledge from long-term memory. For example,
Recalling Define stating four characteristics of information or defining the
Describe meaning of an acronym.
Understand: Construct meaning from instructions.
Estimate Changing from one form of representation to another. For
Convert example, interpreting an advert for computer hardware or
Interpreting
Translate converting one unit or measurement to another (e.g. bytes to
megabytes).
Give examples
Finding a specific example of a concept or principle. For
Illustrate
Exemplifying example, relating a specific package�s features to the generic
Demonstrate
features of a type of package.
Show
Arrange Assigning something to a specific class or category or re-
Classify ordering a list. For example, classifying specific software
Classifying
Categorise products by software type (freeware, shareware, commercial
Sort etc.).
Summarise Abstracting a general theme or major points. For example,
Summarising
Review writing a short review of a specific software product.
Predict Drawing a conclusion from presented information. For example,
Inferring Deduce given a number of specific cases, produce rules using an expert
Extrapolate system.
Compare
Detecting correspondences between ideas and/or objects. For
Contrast
Comparing example, contrast two programming languages in terms of their
Evaluate
data structure facilities.
Map
Give reasons
Constructing a cause-and-effect model of a system. For
Explaining Explain
example, give reasons for the emergence of the Internet.
Justify
Apply: Carry out or use a procedure in a given situation.
Carry out
Applying a procedure to a familiar task. For example, carrying
Executing Perform
out the procedure to install an applications package on a PC.
Complete
Use Applying a procedure to an unfamiliar task. For example, using
Implementing Apply applications software to solve a given problem or writing a
Implement piece of code to perform a specific task.
Page 11
Cognitive ability Keywords Definitions and examples

Analyse: Break material into its constituent parts and determine how these parts relate to one another
and to the overall structure or purpose.
Select Identifying similarities and differences, and important and
Choose unimportant attributes of objects or systems. For example,
Differentiating Discriminate choosing a computer system (from two or more provided) for a
specific task, or selecting a specific data structure to model a
given problem.
Arrange Determining how elements fit together within a system. For
Find example, constructing a flowchart to represent a given problem
Organising
Structure description or producing a data flow diagram to model a
Organise supplied case study.
Assign Determine a point of view, bias, values or intent. For example,
Attributing Attribute determining the point of view of an author of an essay on the
Deconstruct social implications of IT.
Evaluate: Make judgements based on criteria and standards.
Check
Verify Determining inconsistencies or fallacies within a process or
Checking Confirm product. For example, dry running a given algorithm to check its
Monitor correctness or testing a program to locate errors.
Test
Evaluate
Comment on Detecting the appropriateness of a given procedure for a given
Review problem; measuring a product or process using criteria. For
Critiquing Appraise example, judging the appropriateness of two algorithms for a
Critique given situation, or evaluating the data security arrangements
Judge for a specific scenario.
Critically assess
Create: Put elements together to form a coherent or functional whole; re-organise elements into a new
pattern.
Suggest
Producing alternative hypotheses based on criteria. For
Produce
Generating example, given a description of a hardware error, propose
Hypothesise
possible causes.
Imagine
Plan Devising a procedure for accomplishing a task. For example,
Design designing a problem solving routine to diagnose and correct
Planning
Set-up hardware problems or planning the creation of a new software
product.
Produce
Make Inventing a product. For example, creating a new piece of
Producing
Construct software or constructing a Web site.
Create
Page 12
Appendix A4: Elaboration of the Six Levels of Thinking in Bloom’s Taxonomy
Reproduced with permission. From: Assessment resource developed by Dr Clair Hughes (TEDI/The University of Queensland). Blooms Levels of Thinking. Retrieved Jan 2011.
From http://www.tedi.uq.edu.au/downloads/assessment/quickbites/Blooms-levels-of-thinking.doc. From “Revised Bloom’s Taxonomy” retrieved 20 May, 2005 from http://rite.ed.qut.edu.au/oz-
teachernet/index.php?module=ContentExpress&func=display&ceid=29 and Using Learning Outcomes to Design a Course and Assess Learning Outcomes.
http://www.hlst.heacademy.ac.uk/guide/current_practice/Learning.html and Moon, J. Linking Levels, Learning Outcomes and Assessment Criteria. Retrieved 30 May, 2007, from http://www.see-
educoop.net/education_in/pdf/edinburgh-moon-oth-enl-t02.pdf
Elaboration of the six levels of thinking in Bloom’s taxonomy

1 2 3 4 5 6
Remembering Understanding Applying Analysing Evaluating Creating
Can the student Can the student EXPLAIN ideas or Can the student USE Can the student Can the student Can the student
RECALL concepts? the new knowledge DIFFERENTIATE JUSTIFY an GENERATE new
information? in another familiar between and RELATE opinion, decision products, ideas or
situation? constituent parts? or course of ways of viewing
action? things?
Recognising Interpreting Summarising Executing Differentiating Checking Generating
Locating knowledge in Changing from one Drawing a logical Applying knowledge Distinguishing relevant from Detecting Coming up with alternatives
memory that is form of conclusion from (often procedural) to a irrelevant parts or important inconsistencies or or hypotheses based on
consistent with representation to presented routine task. from unimportant parts of fallacies within a process criteria
presented material. another information. Synonyms presented material. or product. Synonyms
Synonyms Synonyms: Synonyms • Carrying out Synonyms Determining whether a • Hypothesizing
• Identifying • Paraphrasing • Abstracting • Discriminating process or product has
• Measuring
internal consistency.
• Proposing
• Finding • Translating • Generalising • Constructing • Selecting
Synonyms • Developing
• Selecting • Representing • Outlining • Demonstrating • Focusing
• Testing • Engendering
• Indicating • Clarifying • Précising • Computing • Distinguishing between
• Detecting • Synthesising
• Converting • Calculating • Separating
• Monitoring • Providing options
Recalling Inferring
Retrieving relevant
• Rewriting
Abstracting a general • Manipulating • (Sub)dividing
• Concluding
• Restating • Examining Planning
knowledge from long- theme or major point • Operating • Assessing Devising a procedure for
term memory. • Expressing Synonyms • Preparing • Relating
• Appraising accomplishing some task.
Synonyms • Extrapolating • Producing • Discriminating Synonyms
• Retrieving Exemplifying Organising
Finding a specific
• Interpolating • Drawing up Determining how elements • Determining • Designing
• Naming
example or illustration • Predicting • Practising fit or function within a • Formulating
• Reproducing of a concept or • Concluding structure. Critiquing • Combining
• Recounting principle • Extending Implementing Synonyms Detecting the
• Compiling
Synonyms Applying knowledge • Outlining appropriateness of a
• Generalising
(often procedural) to a procedure for a given • Devising
• Instantiating • Structuring
• Illustrating... Comparing
non-routine task. task or problem. • Revising
Page 13
Elaboration of the six levels of thinking in Bloom’s taxonomy

1 2 3 4 5 6
Remembering Understanding Applying Analysing Evaluating Creating
Can the student Can the student EXPLAIN ideas or Can the student USE Can the student Can the student Can the student
RECALL concepts? the new knowledge DIFFERENTIATE JUSTIFY an GENERATE new
information? in another familiar between and RELATE opinion, decision products, ideas or
situation? constituent parts? or course of ways of viewing
action? things?
• Representing Detecting Synonyms • Integrating Synonyms • Putting together
correspondences • Using • Judging
• Giving examples of between two ideas,
• (Re)arranging • Suggesting
• Showing objects, etc
• Estimating • Categorising • Questioning
• Predicting • Justifying Producing
Synonyms • Ordering
Inventing a product
Classifying • Solving • Defending
Determining that
• Contrasting • Deriving Synonyms
something belongs to • Matching • Changing • Discussing
• (Re)constructing
• Discovering Attributing • Criticising
a category (e.g., • Mapping Determining the point of • Composing
concept or principle). • Explaining how
view, bias, values, or intent
• Arguing
• Modifying
Synonyms Explaining • Verifying • Including
underlying presented • Altering
• Categorising Constructing a cause-
and-effect model of a
• Finding material. • Rating
• Building
• Subsuming system.
Synonyms • Ranking
• Organising • Deconstructing
• Enlarging
Synonyms • Valuing
• Elucidating • Comparing
• Constructing • Contrast ing
models • Diagnosing
Page 14
Appendix A5: A Two-Dimensional Revised Taxonomy of Educational Objectives.
Source: Krathwohl, D. R. (2002). A Revision of Bloom's Taxonomy: An Overview. THEORY INTO PRACTICE, Volume 41, Number 4, Autumn 2002. Copyright (C) 2002 College of Education, The Ohio
State University. From http://www.unco.edu/cetl/sir/stating_outcome/documents/Krathwohl.pdf. Accessed Jan 2011.
Revised Taxonomy of Educational Objectives*

Cognitive Process Dimension: From Lower Order (1 & 2) to Higher Order (3-6) Thinking Skills
This revised Bloom’s Taxonomy will assist 1.Remember: 2. Understand: 3. Apply: 4. Analyze: 5. Evaluate: 6. Create:
you as you work to improve instruction to retrieving relevant determining the carrying out or using breaking material making judgments putting elements
ensure that knowledge from long meaning of a procedure in a into its constituent based on criteria and together to form a
• Standards, lessons, and assessments term memory instructional given situation parts and detecting standards novel, coherent
are aligned. 1. Recognizing messages 1. Executing how the parts 1. Checking whole or make an
• Lessons are cognitively rich. 2. Recalling 1. Interpreting 2. Implementing relate to one 2. Critiquing original product
• Instructional opportunities are not 2. Exemplifying another and to an 1. Generating
missed. 3. Classifying overall structure or 2. Planning
4. Summarizing purpose 3. Producing
5. Inferring 1. Differentiating
6. Comparing 2. Organizing
7. Explaining 3. Attributing
A. Factual Knowledge:
basic elements that students must
know to be acquainted with a
discipline or solve a problem in it.
a. Knowledge of terminology
b. Knowledge of specific details and
Knowledge Dimension
elements
B. Conceptual knowledge: the
interrelationships among the basic
elements within a larger structure
that enable them to function
together
a. Knowledge of classification
b. Knowledge of principles and
generalizations
c. Knowledge of theories, models and
structures
Page 15
Cognitive Process Dimension: From Lower Order (1 & 2) to Higher Order (3-6) Thinking Skills
This revised Bloom’s Taxonomy will assist 1.Remember: 2. Understand: 3. Apply: 4. Analyze: 5. Evaluate: 6. Create:
you as you work to improve instruction to retrieving relevant determining the carrying out or using breaking material making judgments putting elements
ensure that knowledge from long meaning of a procedure in a into its constituent based on criteria and together to form a
• Standards, lessons, and assessments term memory instructional given situation parts and detecting standards novel, coherent
are aligned. 3. Recognizing messages 3. Executing how the parts 3. Checking whole or make an
• Lessons are cognitively rich. 4. Recalling 8. Interpreting 4. Implementing relate to one 4. Critiquing original product
• Instructional opportunities are not 9. Exemplifying another and to an 4. Generating
missed. 10. Classifying overall structure or 5. Planning
11. Summarizing purpose 6. Producing
12. Inferring 4. Differentiating
13. Comparing 5. Organizing
14. Explaining 6. Attributing
C.
Procedural knowledge:
How to do something: methods of
inquiry, and criteria for using skills,
algorithms, techniques and
methods
a. Knowledge of subject specific skills
and algorithms
b. Knowledge of techniques and
Knowledge Dimension
methods
c. Knowledge of criteria for
determining when to use
appropriate procedures
D. Metacognitive knowledge:
knowledge of cognition in general
as well as awareness of one’s own
cognition
a. Strategic knowledge
b. Cognitive tasks, including
appropriate contextual and
conditional knowledge
c. Self-knowledge
*SC SDE (Pat Mohr). Adapted from Lorin W. Anderson, David R. Krathwohl et al (Eds.) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives 
2001; published by Allyn and Bacon, Boston, MA  2001 by Pearson Education; reprinted by permission of the publisher
Page 16
Appendix A6: Psychomotor Domain – Simpson’s Model
The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills
requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed
from the simplest behavior to the most complex. The MQA and MOHE LO domains belonging to the psychomotor taxonomy include practical skills and
entrepreneurship.
Action verbs which describe

Category or Examples of activity or demonstration
Level Description the activity to be trained or
'level' and evidence to be measured
measured at each level)
Use and/or selection of senses to absorb data for
guiding movement
Examples: Detects non-verbal communication

cues. Estimate where a ball will land after it is chooses, describes, detects,
Awareness, the ability to use sensory cues to
thrown and then moving to the correct location to differentiates, distinguishes, feels,
guide physical activity. The ability to use
catch the ball. Adjusts heat of stove to correct hears, identifies, isolates, notices,
1 Perception sensory cues to guide motor activity. This
temperature by smell and taste of food. Adjusts recognizes, relates, selects, separates,
ranges from sensory stimulation, through
the height of the forks on a forklift by comparing touches,
cue selection, to translation.
where the forks are in relation to the pallet.
“By the end of the music theatre program,

students will be able to relate types of music to
particular dance steps.”
Mental, physical or emotional preparation before
experience or task
Examples: Knows and acts upon a sequence of

Readiness, a learner's readiness to act. steps in a manufacturing process. Recognize
Readiness to act. It includes mental, one’s abilities and limitations. Shows desire to arranges, begins, displays, explains,
physical, and emotional sets. These three learn a new process (motivation). NOTE: This gets set, moves, prepares, proceeds,
2 Set
sets are dispositions that predetermine a subdivision of Psychomotor is closely related with reacts, shows, states, volunteers,
person’s response to different situations the "Responding to phenomena" subdivision of responds, starts,
(sometimes called mindsets). the Affective domain.
“By the end of the physical education program,

students will be able to demonstrate the proper
stance for batting a ball.”
Page 17

Imitate or follow instruction, trial and error.
assembles, builds, calibrates,
Examples: Performs a mathematical equation as
constructs, copies, dismantles,
Attempt. The early stages in learning a demonstrated. Follows instructions to build a
displays, dissects, fastens, fixes,
Guided complex skill that includes imitation and trial model. Responds hand-signals of instructor while
3 follows, grinds, heats, imitates,
Response and error. Adequacy of performance is learning to operate a forklift.
manipulates, measures, mends,
achieved by practicing.
mixes, reacts, reproduces, responds
“By the end of the physical education program,
sketches, traces, tries.
students will be able to perform a golf swing as
demonstrated by the instructor.”
basic proficiency, the ability to perform a competently respond to stimulus for action
complex motor skill. assembles, builds, calibrates,
This is the intermediate stage in learning a Examples: Use a personal computer. Repair a completes, constructs, dismantles,
complex skill. Learned responses have leaking faucet. Drive a car. displays, fastens, fixes, grinds, heats,
4 Mechanism
become habitual and the movements can be makes, manipulates, measures,
performed with some confidence and “By the end of the biology program, students will mends, mixes, organizes, performs,
proficiency. be able to assemble laboratory equipment shapes, sketches.
appropriate for experiments.”
Action verbs which describe the
category or Examples of activity or demonstration and
level Description activity to be trained or measured at
'level' evidence to be measured
each level)
expert proficiency, the intermediate stage of
learning a complex skill. assembles, builds, calibrates,
Execute a complex process with expertise
The skillful performance of motor acts that constructs, coordinates,
involve complex movement patterns. demonstrates, dismantles, displays,
Examples: Maneuvers a car into a tight parallel
Proficiency is indicated by a quick, accurate, dissects, fastens, fixes, grinds, heats,
parking spot. Operates a computer quickly and
and highly coordinated performance, manipulates, measures, mends,
accurately. Displays competence while playing the
Complex Overt requiring a minimum of energy. This mixes, organizes, sketches.
5 piano.
Response category includes performing without
hesitation, and automatic performance. For NOTE: The key words are the same as
“By the end of the industrial education program,
example, players are often utter sounds of Mechanism, but will have adverbs or
students will be able to demonstrate proper use
satisfaction or expletives as soon as they hit adjectives that indicate that the
of woodworking tools to high school students.”
a tennis ball or throw a football, because performance is quicker, better, more
they can tell by the feel of the act what the accurate, etc.
result will produce.
adaptable proficiency, a learner's ability to Alter response to reliably meet varying challenges
6 Adaptation
modify motor skills to fit a new situation. adapts, adjusts, alters, changes,
Page 18

Skills are well developed and the individual Examples: Responds effectively to unexpected integrates, rearranges, reorganizes,
can modify movement patterns to fit special experiences. Modifies instruction to meet the revises, solves, varies.
requirements. needs of the learners. Perform a task with a
machine that it was not originally intended to do
(machine is not damaged and there is no danger
in performing the new task).
“By the end of the industrial education program,

students will be able to adapt their lessons on
woodworking skills for disabled students.”
Develop and execute new integrated responses

creative proficiency, a learner's ability to and activities
create new movement patterns. arranges, builds, combines, composes,
Creating new movement patterns to fit a Examples: Constructs a new theory. Develops a constructs, creates, designs,
7 Origination
particular situation or specific problem. new and comprehensive training programming. formulates, initiate, makes, modifies,
Learning outcomes emphasize creativity Creates a new gymnastic routine. originates, re-designs,
based upon highly developed skills. trouble-shoots.
Page 19
Appendix A7: AFFECTIVE DOMAIN - Krathwohl

http://www.humboldt.edu/~tha1/bloomtax.html & http://academic.udayton.edu/health/syllabi/health/lesson01b.htm. Accessed June 2009
The Affective Domain addresses interests, attitudes, opinions, appreciations, values, and emotional sets. This domain includes the manner in which we
deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The MQA and MOHE LO domains belonging
to the affective taxonomy include communication, teamwork and social responsibilities, ethics, morality, professionalism, lifelong learning, management
and leadership. Adopted from: Benjamin S. Bloom, Bertram B. Mesia, and David R. Krathwohl (1964). Taxonomy of Educational Objectives (two vols: The
Affective Domain & The Cognitive Domain). New York. David McKay
Level Category Description Examples Action Verbs

1 Receiving The student passively attends to particular Listens attentively, shows sensitivity Attends, accepts, asks, chooses,
phenomena or stimuli [classroom activities, to social problems. describes, follows, gives, holds,
textbook, music, etc.] The teacher's concern identifies, listens, locates, names,
is that the student's attention is focused. Listens to others with respect. points to, selects, selectively
Intended outcomes include the pupil's Listens for and remembers the attends to, replies, uses.
awareness that a thing exists. Emphasis is on name of newly
awareness, willingness to hear, selected
attention. “By the end of the lesson, students
will listen attentively to ideas from
their team members.”
2 Responding The student actively participates. The pupil Completes homework, obeys rules, Acclaims, aids, answers, applauds,
not only attends to the stimulus but reacts in participates in class discussion, approves, assists, complies,
some way. shows interest in subject, enjoys conforms, discusses, greets, helps,
helping others. labels, performs, practices,
Emphasis is on active participation on the presents, reads, recites, reports,
part of the learners. Learning outcomes may Gives a presentation. Questions selects, tells, writes,
emphasize compliance in responding, new ideals, concepts, models, in Volunteers.
willingness to respond, or satisfaction in order to fully understand them.
responding (motivation). Knows safety rules and practices
them.
“By the end of the lesson, students

will able to perform a quick check
on their team participation
20

performance..”
3 Valuing The worth a student attaches to a particular Demonstrates belief in democratic Assists, completes, debates,
object, phenomenon, or behavior. Ranges processes, appreciates the role ofdemonstrates, denies,
from acceptance to commitment (e.g., science in daily life, shows concern
differentiates, explains, follows,
assumes responsibility for the functioning of for others' welfare, demonstrates a
forms, increases proficiency in,
a group). Attitudes and appreciation. problem-solving approach. initiates, invites, joins, justifies,
proposes, protests, reads,
Valuing is based on the internalization of a Is sensitive towards individual and relinquishes, reports, selects,
set of specified values, while clues to these cultural differences (value diversity). shares, studies, supports, works.
values are expressed in the learner’s overt Shows the ability to solve problems.
behavior and are often identifiable. Proposes a plan to bring about
social improvement and follows
through with commitment. Informs
management on strongly felt
matters.
“By the end of the program,

students will be able to
demonstrate the scientific approach
when resolving physical issues.
4 Organization Brings together different values, resolving Recognizes the need for balance Accommodates, adheres, alters,
conflicts among them, and starting to build between freedom and responsible arranges, balances, combines,
an internally consistent value system-- behavior, understands the role of compares, completes, defends,
comparing, relating and synthesizing values systematic planning in solving explains, formulates, generalizes,
and developing a philosophy of life. problems; accepts responsibility for identifies, integrates, modifies,
own behavior. orders, organizes, prepares, relates,
Organizes values into priorities by synthesizes.
contrasting different systems. The emphasis Explains the role of systematic
is on comparing, relating, and synthesizing planning in solving problems.
values. Accepts professional ethical
standards. Creates a life plan in
21

harmony with abilities, interests,
and beliefs. Prioritizes time
effectively to meet the needs of the
organization, family, and self.
“By the end of the environmental

studies program, students will be
able to organize the conservation
efforts of urban, suburban and rural
communities.”
5 Internalizing values: At this level, the person has held a value Concerned with personal, social,
Characterization by system for a sufficiently long time to control and emotional adjustment: displays
a Value or Value his/her behavior, has developed a self reliance in working Acts, discriminates, displays,
Complex characteristic "life style." Behavior is independently, cooperates in group influences, interprets, listens,
pervasive, consistent, predictable, and most activities (displays teamwork), maintains objectivity modifies,
importantly, characteristic of the learner. maintains good health habits. performs, practices, proposes,
Instructional objectives are concerned with qualifies, questions, respects,
the student's general patterns of adjustment Uses an objective approach in revises, serves, solves, uses
(personal, social, emotional). problem solving. Displays a evidence, verifies.
professional commitment to ethical
practice on a daily basis. Revises
judgments and changes behavior in
light of new evidence. Values
people for what they are, not how
they appear.
“By the end of the counseling

program, students will be able to
objectively interpret evidence
presented by clients during a
therapy session.”
22
Appendix A8: The SOLO Taxonomy as a Guide to Setting and Marking Assessment
SOLO Taxonomy (Biggs 2003). From: http://naticluster.wikispaces.com/file/view/The_SOLO_taxonomy_as_a_guide_to_setting_and_marking_assessment.doc. Accessed April 2010.
SOLO category Type of Solution to problem Structure of essay

Representation
outcome
Unanticipated Create Solution to problem which Well structured essay with clear introduction and conclusion.
extension Synthesise goes beyond anticipated Issues clearly identified; clear framework for organizing
(Extended Hypothesise answer. discussion; appropriate material selected. Evidence of wide
Abstract) Validate reading from many sources. Clear evidence of sophisticated
Predict Project or practical report analysis or innovative thinking.
Debate dealing with real world ill-
Theorise defined topic.
Logically related Apply Elegant solution to Essay well structured with a clear introduction and conclusion.
answer Outline complex problem requiring Framework exists which is well developed. Appropriate
Distinguish identification of variables material. Content has logical flow, with ideas clearly
Analyse to be evaluated or expressed. Clearly identifiable structure to the argument with
Classify hypotheses to be tested. discussion of differing views.
Contrast
Summarise Well structured project or
Categorise practical report on open
task.
23

Representation
outcome
Intermediate Solution to multiple part Essay fairly well structured. Some issues identified. Attempt
problem with most parts at a limited framework. Most of the material selected is
correctly solved but some appropriate. Introduction and conclusion exists. Logical
errors. presentation attempted and successful in a limited way. Some
structure to the argument but only limited number of
Reasonably well differing views and no new ideas.
structured project or
practical report on open
task.
Multiple Explain Correct solution to Essay poorly structured. A range of material has been selected
unrelated points Define multiple part problem and most of the material selected is appropriate. Weak
List requiring substitution of introduction and conclusion. Little attempt to provide a clear
Solve data from one part to the logical structure. Focus on a large number of facts with little
Describe next. attempt at conceptual explanations. Very little linking of
Interpret material between sections in the essay or report.
Poorly structured project
report or practical report
on open task.
Single point State Correct answer to simple Poor essay structure. One issue identified and this becomes
Recognise algorithmic problem the sole focus; no framework for organizing discussion.
Recall requiring substitution of Dogmatic presentation of a single solution to the set task. This
Quote data into formula. idea may be restated in different ways. Little support from the
Note literature.
Name Correct solution of one
part of more complex
problem.
24

Representation
outcome
Misses the point Completely incorrect Inappropriate or few issues identified. No framework for
solution. discussion and little relevant material selected. Poor structure
to the essay. Irrelevant detail and some misinterpretation of
the question. Little logical relationship to the topic and poor
use of examples.
25
Appendix A9: Example of how programme learning outcomes (PLOs) support attainment of program educational objectives (PEOs)
Reproduced with permission from Jaafar Jantan. Curriculum Mapping EXCEL template, July 2011. Website: http://drjj.uitm.edu.my. Link: **DR JJ's Blank Curriculum Mapping Template -Edited July 5th,
2011. Address MOHE, MQF & EAC outcomes (Excel file-password protected ) edited **new-05072011. Accessed July 2011.
PEO Description
professional values in providing services to the local and global

knowledge and practical skills of business and law in providing
Business and law practitioners who lead and engage teams in
opportunities and utilizing ICT to enhance their business and

services to the local and global business entities and related
Business and law practitioners who synthesize fundamental
Business and law practitioners who practice ethical and

solving multidisciplinary problems by utilizing effective
Business and law practitioners who explore business
business entities and related industries.

legal knowledge and skills.
communication skills.
industries.
PLO Description PEO1 PEO2 PEO3 PEO4
PLO1 Apply the concepts. principles and theories of business and law

26
PLO4
PLO3
PLO2
PLO Description
research.
Compiled by Dr JJ, UiTM Shah Alam
legal aspects of business activities.

Perform research and legal consultation related to business issues
Critically analyze, argue and propose solutions to the business and

Plan, conduct, analyze data and interpret data from market-related

http://drjj.uitm.edu.my; HP: +60193551621

PEO1

industries.
PEO Description

PEO2

Email: [email protected]
PEO3

PEO4

27
PLO7
PLO6
PLO5
PLO Description
activities
Proficient in various forms of communication.
Demonstrate teamwork in a multidisciplinary team.
Practise code of ethics, integrity, and professionalism in business

PEO1

industries.
PEO Description

PEO2


PEO3


PEO4

28
PLO9
PLO8
PLO10
PLO Description
Employ entreprenuerial skills
Demonstrate leadership skills.

Demonstrate ICT skills and lifelong learning skill.

PEO1

industries.
PEO Description
PEO2


PEO3

PEO4

29
Appendix A10: Example of assessment methods used to indirectly assess the impact of the program within 5 years upon after its
completion.
PEO Description




industries.
PEOs Indicators/Assessment Methods PEO1 PEO1 PEO1 PEO1
OI1 Employer's Survey

30
OI4
OI3
OI2
Alumni's Survey
Alumni Interviews
Stakeholder's Survey
PEOs Indicators/Assessment Methods


PEO1

industries.
PEO Description

PEO1



PEO1


PEO1

31
OI7
OI6
OI5
Job Offers
Starting Salaries
PEOs Indicators/Assessment Methods
Admission to Graduate Programs


PEO1

industries.
PEO Description

PEO1


PEO1

PEO1

32
Appendix A11: Example of assessment methods used to directly and indirectly assess the impact of the program upon its
completion.
PLO Description

Apply the concepts. principles and theories of business and law.
Critically analyze, argue and propose solutions to the business

Plan, conduct, analyze data and interpret data from market-
Perform research and legal consultation related to business

and legal aspects of business activities.

related research.
activities
issues
PLOs Outcome Indicators/Assessment Methods PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
OI1 Entrance Survey (such as MOHE's My3S)

33
OI3
OI2
PLOs Outcome Indicators/Assessment Methods
Exit Exam (such as CLA, standardized Tests)

Entrance Exam (such as standardized Tests)


related research.
PLO Description

issues


activities

PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
34
5
OI6
OI4
Exit Interview
Course-Embedded Assessment
Exit Survey (such as MOHE's My3S and NSSE)


related research.
PLO Description

issues






activities




35
OI9
OI8
OI7
Portfolio
Capstone Course/Project
Final Oral Presentation (Live or Videotape)


related research.
PLO Description

issues





activities



36
OI10
Peer & Self Evaluations

related research.
PLO Description

issues




activities


37

DRJJ Taxonomy OutcomeIndicators 30092011 PDF

Uploaded by

Copyright:

Available Formats

DRJJ Taxonomy OutcomeIndicators 30092011 PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DRJJ Taxonomy OutcomeIndicators 30092011 PDF

Uploaded by

Copyright:

Available Formats

Compiled by Dr JJ, UiTM Shah Alam http://drjj.uitm.edu.my; HP: +60193551621 Email: [email protected].

Appendix A1: Taxonomies of Learning Domains Activities at Various Cognitive Levels of

1. At Knowledge Level of Learning a student can define terms

1. How do I know I have reached this level?

2. What do I do at this level?

3. How will the teacher know I am at this level?

4. What does the teacher do at this level?

5. What are typical ways I can demonstrate my knowledge?

6. What are typical work products?

7. What are descriptive ‘process’ verbs?

define label listen list memorize name

1. How do I know I have reached this level?

2. What do I do at this level?

3. How will the teacher know I am at this level?

4. What does the teacher do at this level?

6. What are typical work products?

7. What are descriptive ‘process’ verbs?

describe discuss explain express identify locate

APPLICATION (INDEPENDENT PROBLEM SOLVING)

1. How do I know I have reached this level?

2. What do I do at this level?

3. How will the teacher know I am at this level?

4. What does the teacher do at this level?

6. What are typical work products?

7. What are descriptive ‘process’ verbs?

apply demonstrate employ illustrate interpret

ANALYSIS (LOGICAL ORDER, COMPONENTS)

1. How do I know I have reached this level?

2. What do I do at this level?

3. How will the teacher know I am at this level?

4. What does the teacher do at this level?

The teacher probes, guides, observes, and acts as a resource or facilitator.

6. What are typical work products?

7. What are descriptive ‘process’ verbs?

analyze appraise break apart break down calculate

1. How do I know I have reached this level?

2. What do I do at this level?

3. How will the teacher know I am at this level?

4. What does the teacher do as this level?

The teacher reflects, extends, analyzes, and evaluates.

6. What are typical work products?

7. What are descriptive ‘process’ verbs?

Arrange assemble collect compose construct

1. How do I know I have reached this level?

2. What do I do at this level?

3. How will the teacher know I am at this level?

4. What does the teacher do at this level?

The teacher clarifies, accepts, harmonizes, aligns, and guides.

a. I can evaluate an idea in terms of ...

6. What are typical work products?

7. What are descriptive ‘process’ verbs?

appraise assess choose compare estimate

Appendix A2: Bloom’s Revised Taxonomy – Knowledge Dimensions (Types of Knowledge).

Appendix A3: Bloom’s Revised Taxonomy – Depth of Knowledge (Cognitive Process).

Cognitive ability Keywords Definitions and examples

Cognitive ability Keywords Definitions and examples

Appendix A4: Elaboration of the Six Levels of Thinking in Bloom’s Taxonomy

Elaboration of the six levels of thinking in Bloom’s taxonomy

Elaboration of the six levels of thinking in Bloom’s taxonomy