Blooms Taxonomy - How it aided nursery teachers to assess learning objectives of students?
5th March 2018
Given the changing network of learning, education industry has undergone a complete transformation in recent times. Schools, colleges and universities are bringing different approaches that can adhere to specific learning needs of a child. By taking the revolutionary pathway, educators are required to have a thorough knowledge of how learning objectives relatable to any specific lesson of a subject be achieved. Accordingly, courses for school teachers are making facilitators learn the use of Bloom’s Taxonomy for assessing or evaluating the learning objectives of the learners.
- Why there is a call for learning evaluation prior to the objectives?
Unlike many, you must be wondering what this whole idea of Bloom’s Taxonomy is? Or may have questions popping into your mind, ----
a) How exactly can they be applied to nursery students?
b) Will they be effective to relate inputs with the following outcomes in the realm of education?
These questions are dealt more because every time we come across a newer platform of learning such as textbooks or simulate a learning technology or create a board involving hike-stake professionals, the loops of learning fails to resolve altogether. As a result, both educators & learners are met with newer challenges! This exclusively involves us to neglect the outcomes of learning a lesson succinctly.
- Goals that trigged for Measuring Tools!
Hence, to really understand how teaching facilitates student-learning objectives are met, two things are to be kept in mind –
i) every child is different and thereby learns differently, which would automatically show different results and thus accordingly learning objectives are grouped,
ii) tool to measure that the lessons taught had effective learning. Based on these goals, we implemented a valuable learning tool – Bloom’s Taxonomy that helps educators classify the learning objectives without getting confused.
- Defining Bloom’s Taxonomy –
In a sentence, we can define Bloom’s Taxonomy of Cognitive Skills as a helpful resource, frequently used to write questions for evaluating the lesson outcomes. As the name mentions ‘Cognitive Skills’, educators are blessed to assess all the three domain of learning –
a) cognitive – focusing on knowledge,
b) affective – focusing on self or attitude as a part of emotional development,
c) psychomotor – focusing on skills, especially those that involve manual or physical skills. Above domains are classified into different sub-heads, starting from the simpler to the complexes of behaviour.
Later on, the basic theory of taxonomy underwent modifications. Scholars preferred to stick around with using of Bloom’s Taxonomy within the pre-primary school settings. This would be best for teachers or aspirants opting for a nursery teacher training course to encompass educational objectives in a statement form.
Classification & its Application:
Bloom’s Taxonomy, presently, has the following levels of classification –
- Knowledge – acquiring information by using action verbs like ‘tell me, what happened after you went to the dance room? Or ‘list the names of your toys’ etc.
- Comprehension - confirm the knowledge by questioning ‘Can you please explain this game to me’.
- Application – making effective use of the knowledge by asking ‘Solve this puzzle’.
- Analysis – use practical scenarios to raise a question like ‘Identify the red ball’.