bloom’s taxonomy rolls along

3 12 2005

a very interesting resource from the center for teachin effectiveness at st. edward’s university.  to help utilize bloom’s taxonomy in the creation of behavior objectives, the created the task oriented question construction wheel.  what a wonderfully powerful tool!

the inner pie has six wedges each representing one of bloom’s  cognitive domains. the first ring out from the centerBlooms_taxonomy_wheet_st_edwards lists the verbs that can be associated with activities or tasks in each domain.  the outer ring lists activities or tasks that are associated with each domain.  the wheel has it’s function then by choosing a verb and a task from the same wedge.   despite the fact that you have to extend your definition of activity to include things like "causal relationships" or "editorial"  (or just stop being so literal), i really like this tool.  it is far more helpful then those laundry lists of verbs you normally see.  1) you see the verbs in relationship to tasks and 2) there are more verbs (over 100) than i can recall seeing in any of those lists!

you’re free to use it, they just ask that you place their copyright information on every copy you make.  sounds fair to me.

there is also a pdf version which must be an earlier version than the pretty round one linked to above. (the pdf version has fewer verbs and looks like spiderweb – the url refers to the bloompolygon)

what do you think?  good resource?  are there any tools you have or know of like the tast-oriented question building wheel you’d like to share?   then hit the comment button.


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5 12 2005
Harold Jarche

I think that there are better approaches, as I’ve already mentioned: http://www.jarche.com/node/28

The best article, with an alternative presented, is on Performance Express (you have to scroll down to find Brenda’s article and suggested matrix):
http://www.performancexpress.org/0212/

As Brenda Sugrue concludes (and I lean this way for workplace training):

“A more radical approach would be to have no taxonomy at all, to simply assume that all objectives are at the use level (that is, “performance” objectives) and that learners will practice or be assessed on the particular performance in representative task situations.”

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