WEEK 2: Introduction to Assessment & Basic Terms (9 OF 20)

II. Role of Course Goals, learning outcomes & instructional objectives in assessment B. Bloom’s taxonomy
Bloom's Taxonomy is a hierarchical model that describes the levels of learning in education. It was created in the 1950s by Benjamin Bloom and has since become a pivotal framework for educators worldwide. This taxonomy helps shape curriculum objectives, teaching methods, and assessment strategies.
BASIC Information
Imagine you're trying to climb a ladder. Each rung of the ladder takes you higher and lets you see a bit more of the world around you. In the world of learning, there's a similar ladder that helps teachers and students understand how deep or high their thinking and understanding is. This ladder is called "Bloom’s Taxonomy".	VIDEO Bloom's Taxonomy In 5 Minutes
Bloom’s Taxonomy is a way to classify and understand different levels of learning. Starting from the bottom, here are the steps: Remember: This is the first step. Just like knowing the alphabet or the names of colors. Understand: Once you remember, you then understand what it means. For example, knowing that 'B' in the alphabet comes after 'A'. Apply: You use what you know in real-life situations. Like using the alphabet to write words. Analyze: Here, you break information into parts to see how they connect. Like understanding that the word "bat" has three letters and can mean a tool for sports or an animal. Evaluate: You judge the value of something based on what you know. Deciding if a book is good or bad after reading it, for instance. Create: The top rung! You use what you've learned to make something new. Like writing your own story. So, Bloom’s Taxonomy is like a ladder of thinking that helps us go from just knowing something to using it in creative ways.	VIDEO Bloom’s Taxonomy: Structuring The Learning Journey
	VIDEO 5 mins of Medical Education: Ep-1: Bloom taxonomy
INTERMEDIATE Information
Bloom’s Taxonomy is a foundational concept in education that describes the nature and levels of learning. Created by Benjamin Bloom and colleagues in the 1950s, it's a hierarchical model, meaning that it starts from basic learning tasks and builds up to more complex ones. Here’s a breakdown:	VIDEO Assessment Methods for Domains of Knowledge
Remember: This is the foundational level. It’s about recalling facts and basic concepts. Think of it as rote memorization. If a student can recite a definition or list down elements of the periodic table, they are at this level. Understand: At this level, students demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, describing, and stating the main idea. For example, explaining in one’s own words what photosynthesis is. Apply: Here, students can use the information they've learned in new ways. This could be by solving problems, demonstrating techniques, or illustrating theories. It might involve using a mathematical formula to solve a real-world problem. Analyze: This requires students to break down information into parts and understand its structure. They might distinguish between facts and inferences, or compare and contrast theories. Evaluate: Students can justify a decision or course of action. They might critique literary works, defend their preferred solutions, or validate experimental processes. Create: This is the peak of the pyramid. Students can produce new or original work, design experiments, or construct models. Creating isn't just limited to arts; it's about innovative thinking and production in any field.	READ Applying Bloom's taxonomy in clinical surgery: Practical examples
Educators use Bloom’s Taxonomy to create lessons, assessments, and activities that cater to each of these levels, ensuring a holistic approach to learning.	VIDEO Use Bloom's to Think Critically
ADVANCED Information
Bloom’s Taxonomy, since its inception in the mid-20th century, has been a pivotal framework for educators worldwide, helping shape curriculum objectives, teaching methodologies, and assessment strategies. The nuanced understanding of this taxonomy offers deeper insights:	READ Learning Taxonomies in Medical Simulation
Remember: Beyond rote memorization, this emphasizes the neural foundations upon which higher cognitive processes are built. Key tasks include listing, naming, identifying, and recalling. In the modern digital age, while pure memorization is often de-emphasized due to easy access to information, the ability to quickly recall foundational knowledge remains crucial. Understand: This level seeks comprehension. It's where learners translate abstract concepts into tangible understanding. Tasks include summarizing, classifying, inferring, and predicting. The ability to paraphrase complex ideas or draw parallels between concepts exemplifies this level. Apply: Application bridges theoretical understanding with practical execution. It involves contextualizing theoretical knowledge within real-world scenarios. From implementing algorithms in coding to applying ethical principles in challenging situations, this domain ensures theoretical knowledge isn't siloed. Analyze: A deeper cognitive process, analysis involves discerning patterns, understanding relationships, and recognizing the underpinnings of concepts. In research, this might involve dissecting complex data sets to discern trends or analyzing literature for thematic elements. Evaluate: Critical thinking is paramount here. It's not just about assessing the merit of ideas but also understanding the criteria that underpin such evaluations. In modern contexts, this can involve reviewing the credibility of online sources, critiquing peer-reviewed articles, or appraising the feasibility of business proposals. Create: Transcending mere knowledge recall, creation involves synthesis, the ability to weave together individual strands of knowledge into a cohesive, novel entity. It's the realm of innovation, where learners formulate hypotheses, design experiments, or author original works.
Notably, in 2001, the taxonomy was revised by Anderson and Krathwohl, leading to a slight reordering and renaming of the levels. Most prominently, "Creating" was moved to the pinnacle of the hierarchy, reflecting its emphasis as the zenith of cognitive complexity.
In advanced educational design, Bloom’s Taxonomy serves not just as a tiered framework but as a cyclical model. Learners often oscillate between levels, synthesizing new information, applying it, re-analyzing its implications, and then perhaps creating new solutions or perspectives. This dynamic interplay ensures that education is not a linear journey but a recursive process of deeper understanding and refinement.

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WEEK 2: Introduction to Assessment & Basic Terms (8 OF 20) II. Role of Course Goals, learning outcomes & instructional objectives in assessment A. Domains of knowledge	WEEK 2: Introduction to Assessment & Basic Terms (10 OF 20) II. Role of Course Goals, learning outcomes & instructional objectives in assessment C. Matching assessment types to outcome verbs
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