Bloom’s Taxonomy
How can you use the three domains of Bloom's Taxonomy to assess the learning progress of your students?
Dr. Hansen,
Although I didn't set out to create assessments for each domain, the assessment plan for lab safety does fall into a strategy that assesses each domain. It's easier for me to explain.
Lab procedures are discussed and studied, then assessed with a quiz. That focuses on the cognitive domain. After the quiz, students then demonstrate proficiency through a practical assessment that includes wearing safety equipment, setting up/handling lab equipment, and procedures for basic tasks such as measuring, heating, and handling chemicals--the psychomotor domain. Finally, during labs, safety procedures are reinforced through discussion and practice. Since students work in groups, the affective domain is assessed as they demonstrate safe procedures and take action to address unsafe procedures they encounter as a group.
Rob
Robert,
Thank you for your post. Do you have assessments or an assessment for each domain?
Ron Hansen, Ed. D.
I think the three domains of Bloom’s Taxonomy almost naturally are addressed and assessed in a lab environment. In my high school biology lab, the class would begin the semester with a review of safety procedures demonstrated through both knowledge and skills based learning activities and assessments. The cognitive domain would be addressed by demonstrating understanding of procedures and equipment. The psychomotor domain would be addressed by students demonstrating they are aware of the risks in the lab environment and that they can react or respond appropriately to those risks. Finally, the affective would be addressed by students following established safety procedures and by working safely in the lab as a team.
Rob
Jarred,
This is a wonderful approach. Speaking to each domain in the design of the curriculum. Very nice.
Ron Hansen, Ed. D.
A great way to utilize Bloom's Taxonomy to assess learning progress is to design tasks that must be completed using all three domains. When we develop problems we try to tie two or more concepts together so that a student must reason through the whole problem and then apply a skill to complete the problem. This allows the students to understand more of the why and learn some things in their own manner.
