Western Mindanao State University

College of Teacher Education

PED 108 Assessment of Learning 2

Activity 1.1

Name: CABALLIDA, MERIAM Y. Score: _________________

Section: BEED-II Date: MARCH 15, 2021
A. Directions: Classify the cognitive objectives below in terms of Bloom’s Taxonomy (remember,
understand, apply, analyze, evaluate and create)

Example: To classify the parts of the flower Remember

1. To enumerate the characteristics of a good test Understand

2. To summarize the salient features of a good essay Understand
3. To name the Presidents of the Philippines Remember
4. To presenting a report about photosynthesis Create
5. To vlog your everyday routine Create
6. To repeat the previous lesson Remember
7. To critique a your own group work Evaluate
8. To differentiate biodegradable and non-biodegradable waste Analyze
9. To develop the pechay garden in the school Create
10. To explain the process of food chain Understand

B. Directions: For each of the lesson below or subject matter, write at least 2 learning targets (objective)
following Bloom’s Taxonomy. (3 points each item)

Example:
Subject Matter: Rules in Playing basketball
1. To define what is the game basketball
2. To memorize the rules of basketball

A. Subject Matter: The animal cell

1. To identify the parts and function of a eukaryotic cell
2. To define what is animal cell

B. Subject Matter:Nouns
1. To describe what is noun
2. To differentiate the kinds of noun
 C. Subject Matter: Steps in Cooking Chicken Adobo
1. To memorize the steps in cooking chicken adobo
2. To identify the different ingredients in cooking chicken adobo

C. ESSAY

1. Why should Teachers use Bloom’s Taxonomy?

Bloom’s taxonomy was developed to provide a common language for teachers to discuss and
exchange learning and assessment methods. Specific learning outcomes can be derived from the
taxonomy, though it is most commonly used to assess learning on a variety of cognitive levels.
Education is very important in terms of assessing and identifying the intellectual level at which
individual students are capable of working. Education aims to unearth our critical thinking skills so that
we can better understand our environment and take decisions that will make it a better place to live. It is
therefore imperative for students to be asked questions as well as create instructions that are aimed at
improving the critical thinking skills of students in order to enable them reach the top three levels of
analysis, synthesis and evaluation as applicable from the Bloom’s taxonomy. It also helps the students to
probe further to ask more detailed questions as well as create instructions that are aimed at improving
critical thinking as they strive to reach the top three levels of analysis, synthesis and evaluation as students
get ready to reach such levels.
Bloom’s Taxonomy is a hierarchy of learning objectives. It’s original purpose was to give
educators a common language to talk about curriculum design and assessment. Today, it’s used by
teachers all around the world. Bloom’s Taxonomy is a useful tool for teachers in the planning process. I
often have a Bloom’s poster in front of me for lesson planning and for finding the right verbs for learning
intentions or objectives.
2. What is the purpose of Bloom’s Taxonomy?
A. Purpose for Teachers:
The goal of an educator’s using Bloom’s taxonomy is to encourage higher-order thought in
their students by building up from lower-level cognitive skills. Behavioral and cognitive learning
outcomes are given to highlight how Bloom’s taxonomy can be incorporated into larger-scale educational
goals or guidelines. The key phrases can be used (Example Assessments) to prompt for these skills during
the assessment process. Bloom’s taxonomy is aimed at helping educators identify the intellectual level at
which individual students are capable of working.
Learning outcomes are what you want your students to learn, either as a result of a specific
lesson or on the grander, more general scale of the entire course. Learning outcomes target knowledge,
skills, or attitudes for change. Bloom’s taxonomy specifically targets these by seeking to increase knowledge
(cognitive domain), develop skills (psychomotor domain), or develop emotional aptitude or balance
(affective domain). Learning outcomes might be identified by someone outside the teacher, such as state-
wide or departmental standards. The taxonomy provides a basis for developing sub-goals and assessment
methodology to meet these goals. It is important to note that learning outcomes are goals, and are not the
activities performed to achieve those goals. Outcomes can be categorized into broad, global outcomes that
may take many years to achieve and provide direction for education, educational goals that guide
curriculum development over the weeks or months it takes to complete a specific course, and instructional
goals that narrowly focus on the daily activities, experiences, and exercises used in a specific lesson plan.

Teachers can see and understand complex cognitive development and how lower-level skills build
into higher-order thinking (recalling facts and comprehending previous problems allows a student to apply
their experience to similar problems). Using this understanding facilitates the prioritizing of material and
can steer the organization of lessons to maximize class time. For example, lower-level skills (memorizing
factual knowledge) can be developed before higher-level skills are introduced (analysis of relationships)
B. Purpose For Students:
It also helps the students to probe further to ask more detailed questions as well as create
instructions that are aimed at improving critical thinking as they strive to reach the top three levels of
analysis, synthesis and evaluation as students get ready to reach such levels. Bloom’s taxonomy is a
hierarchical system that categorizes the thinking skills of students, ranging from recalling information which
is the most basic skill to evaluation, which involves judging and stating an opinion about information.
Bloom’s taxonomy is an effective tool that teachers and educators can use to create lesson plans and tests
in the bid to encourage critical thinking. This article on Bloom’s taxonomy aims to evaluate the concept of
Bloom’s taxonomy as well as identify its benefits and the effective techniques that can be employed to
effectively use the tool.
Bloom’s taxonomy is a hierarchical system that categorizes the thinking skills of students, ranging from
recalling information which is the most basic skill to evaluation, which involves judging and stating an
opinion about information. Bloom’s taxonomy is an effective tool that teachers and educators can use to
create lesson plans and tests in the bid to encourage critical thinking. This article on Bloom’s taxonomy aims
to evaluate the concept of Bloom’s taxonomy as well as identify its benefits and the effective techniques
that can be employed to effectively use the tool.