Figure 1.3
The above table, (Figure 1.3) shows the verbs and activities suitable to be applied while asking students. It is a norm that everyone has a mobile phone regardless of the brand and they look forward to have a smartphone. Therefore, in this table, it is also provided applications that can be used for each level in Bloom revised taxonomy.
This is Bloom taxonomy revised version. There are not many differences between the old versions. The changes are made and some of them still remain the same. The terminologies change to a clearer version so that the user alerts more.
The new taxonomy uses active form rather than passive form. The first level which is on knowledge is changed to remembering. In this case, the knowledge acquired by the students must be remembered in order to apply them during tests and examinations. Do the students able to recall what they have learnt in class?
The next one is understanding. The old version has agreed that this level is comprehension. It is not easy to measure students’ understanding and by testing them following the types of questions such as classify, describe, discuss, explain, identify, locate, recognize, report, select, translate and paraphrase.
The following level will be applying. This is the same with the old one as the old one is application. Students at this level will need to be able to demonstrate and apply from the knowledge they learn to situations or problems given by the teachers. Students need to apply knowledge to the real situation and if they succeed, they passed the level of application. To instructors, this level is considered as HOTS. Application of knowledge is not an easy job to do. Students need to master the first two levels first.
The new taxonomy uses active form rather than passive form. The first level which is on knowledge is changed to remembering. In this case, the knowledge acquired by the students must be remembered in order to apply them during tests and examinations. Do the students able to recall what they have learnt in class?
The next one is understanding. The old version has agreed that this level is comprehension. It is not easy to measure students’ understanding and by testing them following the types of questions such as classify, describe, discuss, explain, identify, locate, recognize, report, select, translate and paraphrase.
The following level will be applying. This is the same with the old one as the old one is application. Students at this level will need to be able to demonstrate and apply from the knowledge they learn to situations or problems given by the teachers. Students need to apply knowledge to the real situation and if they succeed, they passed the level of application. To instructors, this level is considered as HOTS. Application of knowledge is not an easy job to do. Students need to master the first two levels first.
Figure 1.4
The table above shows the cognitive domain used in Bloom revised taxonomy. It does not mean the psychomotor and affective domains are left out but the main things needed to analyze is the cognitive domain.
This is another level that has no changes between the old and the revised taxonomy. The fifth level of Bloom revised taxonomy is evaluating. This is the sixth level of the old version. Students are expected to be able to justify their answers. Among the questions can be asked are explain the most suitable conclusion for this story, describe the method to handle this situation and justify your answer to this question.The highest level in Bloom revised taxonomy has changed to creating. Creating is HOTS. This is because, students have to produce something new or provide new insight to what they have understood in class. Usually, if the questions are in a form of subjective, therefore the mark allocated for this level type of question is more than one. Prior knowledge is also allowed in order to explain it better.
Generally, Bloom old and revised version has no major differences. They differ at the firt, second and the last level. The concept and application are the same. It is not wrong to choose the old or revised version of Bloom taxonomy.
The table above shows the cognitive domain used in Bloom revised taxonomy. It does not mean the psychomotor and affective domains are left out but the main things needed to analyze is the cognitive domain.
This is another level that has no changes between the old and the revised taxonomy. The fifth level of Bloom revised taxonomy is evaluating. This is the sixth level of the old version. Students are expected to be able to justify their answers. Among the questions can be asked are explain the most suitable conclusion for this story, describe the method to handle this situation and justify your answer to this question.The highest level in Bloom revised taxonomy has changed to creating. Creating is HOTS. This is because, students have to produce something new or provide new insight to what they have understood in class. Usually, if the questions are in a form of subjective, therefore the mark allocated for this level type of question is more than one. Prior knowledge is also allowed in order to explain it better.
Generally, Bloom old and revised version has no major differences. They differ at the firt, second and the last level. The concept and application are the same. It is not wrong to choose the old or revised version of Bloom taxonomy.