Introducing Students to Bloom's Taxonomy
The first step in preparing students is to introduce them to Bloom's Taxonomy. After presenting the levels with examples of each to the students, teachers should have them practice the information. A fun way to do this is to have students create questions on a fun topic in each level of the taxonomy. For example, they could write six questions based on a popular television show like "The Simpsons." Have the students do this as part of a whole group discussions. Then have them provide sample answers as a way to help guide them to the types of answers you are seeking.
After presenting the information and practicing it in a fun way, the teacher should then provide them with an opportunity to practice using the material being taught in class. For example, after teaching about magnetism, the teacher could go through six questions, one for each level, with the students. Together, the class can construct appropriate answers as a way to help students see what will be expected of them when they have to complete a Bloom's Taxonomy assessment on their own.
Creating the Bloom's Taxonomy Assessment
The first step in creating the assessment is to be clear on what the students should have actually learned from the lesson being taught. Then pick a singular topic and ask questions based on each of the levels. Here is an example using the prohibition era as the topic for an American History class.
- Knowledge Question: Define prohibition.
- Comprehension Question: Explain the relationship of each of the following to prohibition:
- Application Question: Could the methods that proponents of the temperance movement used in a bid to create a Smoking Prohibition Amendment? Explain your answer.
- Analysis Question: Compare and contrast the motives of temperance leaders with those of doctors in the fight over prohibition.
- Synthesis Question: Create a poem or song that could have been used by temperance leaders to argue for the passage of the 18th Amendment.
- Evaluation Question: Evaluate prohibition in terms of its effects on the American economy.
Grading the AssessmentWhen giving students an assessment such as this, the more abstract questions should be awarded additional points. In order to fairly grade these questions, it is important that you create an effective rubric. Your rubric should allow students to earn partial points depending on how complete and accurate their questions are.
In the end, an assessment such as this can be truly effective. One great way to make it more interesting for students is to give them some choice, especially in the upper level questions. Give them two or three choices for each level so that they can choose the question that they feel most confidant in answering correctly.