Bloom's Taxonomy
Bloom’s Taxonomy was created to to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is an important way of assessing the PROGRESS of students throughout the course. Students need to see that lower level skills built to higher level skills and success at each stage helps with language acquisition. Success at each stage and viewing the big picture of just how much they are actually learning is key.
Seeing how their language course can help develop life-long learning is essential and Bloom’s Taxonomy has been used in every discipline to mark the stages of development. In World Languages, students often do not see the benefits of taking a language class and measuring their progress via the descriptors in Bloom’s Taxonomy shows just how important learning a second language can be in their Careers and learning in general.
It gives instructors a clear picture of appropriateness of activities at each level of learning. They can see the pedagogical soundness of the learning path since it systematically builds from lower level skills to higher level skills. Reporting in this area will help instructors plan more effectively which activities to assign and with what frequency they should be assigning at each stage. The data will help instructors create a balanced approach to their curriculum.
Seeing how their language course can help develop life-long learning is essential and Bloom’s Taxonomy has been used in every discipline to mark the stages of development. In World Languages, students often do not see the benefits of taking a language class and measuring their progress via the descriptors in Bloom’s Taxonomy shows just how important learning a second language can be in their Careers and learning in general.
It gives instructors a clear picture of appropriateness of activities at each level of learning. They can see the pedagogical soundness of the learning path since it systematically builds from lower level skills to higher level skills. Reporting in this area will help instructors plan more effectively which activities to assign and with what frequency they should be assigning at each stage. The data will help instructors create a balanced approach to their curriculum.
- Remember: Can the student recall or remember
the information?
- Understand: Can the student explain ideas or
concepts?
- Apply: Can the student use the information
in a new way?
- Analyze: Can the student distinguish between
the different parts?
- Evaluate: Can the student justify a stand or
decision?
- Design: Can the student create a new product
or point of view?