BLOOM'S TAXONOMY OF COGNITIVE DOMAIN

Benjamin Bloom (1956) led his group in coming up with the list of instructional objectives in the cognitive
domain. Arranged from lowest to the higher level, they are as follows :
>KNOWLEDGE OR RECALL - knowledge of terminology and conventions, trends and sequences,
classifications and categories, criteria and methodologies, principles, theories and structures.
>COMPREHENSION - relate to translation, interpretation and extrapolation.
>APPLICATION - use of abstractions in particular situations.
>ANALYSIS -objectives relate to breaking a whole into parts.
>SYNTHESIS -putting parts together in a new form such as a unique communication, a plan of operation
and a set of abstract relations.
>EVALUATION - judging in terms of internal evidence or logical consistency and external evidence or
consistency with facts developed elsewhere.
ANDERSON'S TAXONOMY OF COGNITIVE DOMAIN (1990's) , Anderson, Bloom's former student, together
with a team of cognitive psychologists revisited Bloom's taxonomy in the light of the 21st century skills in
2001. Arranged from lowest to the highest level, they are as follows:
>REMEMBERING - Can the student recall or remember the info. ?
>UNDERSTANDING - Can the student explain ideas or concepts?
>APPLYING - Can the student use the info. in a new way?
>ANALYSING - Can the student distinguish bet. the different parts?
> EVALUATING - Can the student justify a stand or decision?
>CREATING - Can the student create new product or point of view?

ASSESSMENT OF, FOR , and AS LEARNING

Assessment FOR Learning
> It undergoes 2 phases: initial or diagnostic assessment and formative assessment.
> It can be based on variety of information sources.
> Its verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies
challenges, and points to the next steps.
>Teachers' observation on understanding allows adjusting their instruction to keep students on track.
> No grades or scores is given; record keeping is primarily anecdotal and descriptive.
> It occurs throughout the learning process.
Assessment OF Learning
> An assessment is accompanied by a number or letter grade (summative)
> It compares one student's achievement with standards.
> In the case of norm referencing, it compares the students' achievement with that of the group. > Its
results can be communicated to the student and parents.
> Grades are systematically recorded for proper conversion to academic ratings.
> It occurs at the end of the learning unit.
Assessment AS Learning
> involves goal -setting, monitoring progress, and reflecting on results.
> is a basis for metacognitive process of students (Metacognition is thinking beyond thinking and being
responsible for our own learning)
PRINCIPLES OF TEACHING 1
TECHNIQUE -the personal art and style of the teacher in carrying out the procedures of teaching. The
teacher's unique way, style or act of executing the stages of teaching method.
STRATEGY a set of decisions on what learning activities to provide achieve an objective. An overall or gen.
design of how the lesson will be executed or delivered. Can be a substitute to methodology.
APPROACH a set of correlative assumptions or viewpoints dealing with nature of teaching and learning. The
procedure that employs a variety of strategies to assess better understanding and effective learning.
METHODS series of related and progressive acts performed by a teacher and pupil, established way or
procedure, well-planned step-by -step procedure.