CTET Examination 2017: Central Teacher Eligibility Test (CTET) is organized by Central Board of Secondary Education for aspirants having desire to join Central Government Schools such as NVS/ KVS/ Tibetan School etc as a Teacher. It is an All India level entrance exam conducted every year.
CTET Exam 2017 notification is expected to come in a few days. Many of the CTET Aspirants have started preparing for the same. Let us help them by explaining one of the most important topics i.e Understanding Bloom’s Taxonomy.
CTET Examination 2017: Understanding Bloom’s Taxonomy
Bloom’s Taxonomy was created in 1948 by psychologist Benjamin Bloom and several colleagues. Originally developed as a method of classifying educational goals for student performance evaluation, Bloom’s Taxonomy has been revised over the years and is still utilized in education today. The original intent in creating the taxonomy was to focus on three major domains of learning: cognitive, affective, and psychomotor.
The original Bloom’s Taxonomy contained six developmental categories: knowledge, comprehension, application, analysis, synthesis, and evaluation.
The first step in the taxonomy focused on knowledge acquisition and at this level, students recall, memorize, list, and repeat information. In the second tier, students classify, describe, discuss, identify, and explain information. Next, students demonstrate, interpret, and write about what they’ve learned and solve problems. In the subsequent step, students compare, contrast, distinguish, and examine what they’ve learned with other information, and they have the opportunity to question and test this knowledge. Then students argue, defend, support, and evaluate their opinion on this information. Finally, in the original model of Bloom’s Taxonomy, students create a new project, product, or point of view.
Revised Bloom’s Taxonomy
Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes, with perhaps the three most prominent ones being:
- changing the names in the six categories from noun to verb forms
- rearranging them as shown in the chart below
- creating processes and levels of knowledge matrix
This new taxonomy reflects a more active form of thinking and is perhaps more accurate.
- Sample learning outcome: Be able to remember the names and relationships of a cast of characters in a play.
- Sample assessment/activity: A multiple-choice test designed to test the memory of learners.
- Rationale: A multiple-choice test will allow educators to see whether students have effectively memorized the given material.
- Sample learning outcome: Be able to understand and explain the main ideas of a play or piece of literature.
- Sample assessment/activity: Write a short (1 page) paper summarizing the plot and most important events in the play.
- Rationale: Writing a summary encourages learners to think about what the most important parts of a piece of literature are, and to decide which aspects of the plot to discard in favor of a concise summary. It allows educators to evaluate whether or not they have understood the main idea of the play.
- Sample learning outcome: Be able to apply the main ideas/themes in the play to another context.
- Sample assessment/activity: Write an advice column responding to one of the characters.
- Rationale: In doing this assignment, learners will consider the implications of character’s actions outside of the consequences shown in the play.
- Sample learning outcome: Be able to analyze the relative roles of each character in the play and their relationships to each other.
- Sample assessment/activity: Write an analytical paper comparing the antagonists and protagonists of the play.
- Rationale: Through this assignment, as learners consider what makes each character an antagonist or a protagonist, they need to use both their knowledge of the play and critical thinking skills.
- Sample learning outcome: Be able to evaluate the decisions of characters in the play, supporting their evaluation with textual evidence.
- Sample assessment/activity: Write a response to one of the events in the play, either supporting or rejecting their actions on the basis of evidence from the play as well as personal opinion and projected/actual consequences of action.
- Rationale: Through this assignment, learners will consider the rationale and consequences for actions in the play, leading them to understand and make judgements about the validity of character’s decision making.
- Sample learning outcome: Be able to create a new and unique piece of writing using similar plot devices.
- Sample assessment/activity: Create a short story using similar plot devices in a new time or setting.
- Rationale: Through this activity, learners must integrate the plot devices and writing techniques into a new setting, allowing them to practice their creative writing skills and showing their full understand of the writers’ techniques.
Bloom’s Taxonomy is a wonderful reference model for all involved in teaching, training, learning, coaching – in the design, delivery, and evaluation of these development methods. At its basic level, the Taxonomy provides a simple, quick and easy checklist to start to plan any type of personal development. It helps to open up possibilities for all aspects of the subject or need concerned and suggests a variety of the methods available for delivery of teaching and learning. As with any checklist, it also helps to reduce the risks of overlooking some vital aspects of the development required.
Here we conclude our article on CTET Exam 2017: Understanding Bloom’s Taxonomy. We hope this article will help you in preparing for your upcoming examination.