{"id":380,"date":"2010-04-12t06:30:37","date_gmt":"2010-04-12t06:30:37","guid":{"rendered":"http:\/\/blogs.vanderbilt.edu\/cft\/?p=380"},"modified":"2010-07-29t18:26:54","modified_gmt":"2010-07-29t18:26:54","slug":"blooms-revised-taxonomy-a-framework-for-assessing-student-learning","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2010\/04\/blooms-revised-taxonomy-a-framework-for-assessing-student-learning\/","title":{"rendered":"bloom\u2019s revised taxonomy \u2013 a framework for assessing student learning"},"content":{"rendered":"
as you head into the final few weeks of classes, you’re probably starting to think about end-of-semester assessments of your students’ learning.\u00a0 if you’re not familiar with bloom’s taxonomy of learning objectives<\/strong>, it’s worth getting to know since the taxonomy is a useful framework for thinking about the questions we ask of our students, particularly on exams.<\/p>\n the original 1956 taxonomy<\/a> by benjamin bloom and his collaborators consisted of six educational objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation.\u00a0 if you’re familiar with bloom’s, that’s likely the version you know.\u00a0 however, there\u2019s a lesser known 2001 revision<\/a> of the taxonomy in which the objectives are described using verbs:<\/p>\n as you create your final exams and other assessments of student learning, try using this framework to match your questions to your learning objectives.\u00a0 for more on bloom’s taxonomy, see the cft’s teaching guide<\/a>.\u00a0 see also cft assistant director derek bruff’s blog post on using bloom’s taxonomy to write clicker questions<\/a>.<\/p>\n\n