According to Blooms taxonomy of the cognitive domain identify the level of the following objective

Latest Bloom's Taxonomy MCQ Objective Questions

Bloom's Taxonomy MCQ Question 1:

The-correct sequence of objectives of affective domain according to Bloom’s Taxonomy is

1. Receiving → Responding → Valuing → Organisation → Characterisation
2. Receiving → Valuing → Responding → Organisation → Characterisation
3. Receiving → Organisation → Characterisation → Valuing → Responding
4. Valuing → Receiving → Organisation → Responding → Characterisation

Answer (Detailed Solution Below)

Option 1 : Receiving → Responding → Valuing → Organisation → Characterisation

Objectives in the affective domain concern feelings and attitudes that students are expected to develop as a result of instruction. There is no doubt that a lot of confusion prevails with regard to the statement of objectives in the affective domain, as compared to the cognitive domain. Terms like interest, appreciation, values, attitudes, etc., give varying shades of meaning. 

• Receiving (attending and awareness): This is the first and the lowest level of the objectives under an affective domain. At this level, we are concerned with the student's sensitivity to certain stimuli; that is, whether (s)he is willing to receive or attend to the stimuli.
• Responding (acting, feelings, movement, and change): It is the next higher level to simple awareness or attention. This category implies greater motivation and regularity in attendance.
• Valuing (worth, utility, and cause-effect relationship): This is the third level under the affective domain and implies a commitment to certain ideals or values. This objective
  includes the development of attitudes. 
• Organization (judging, integrating, and categorizing): This level pertains to building a system of values. At this level, values are conceptualized and conflicts between the values are resolved and interrelationships are established.
• Characterization (sustained use of new values and expressions of commitment): Characterisation by a value and set of values is at the top of the affective domain. It regulates a person's behavior through certain values, ideas, or beliefs and the integration of values and attitudes into a world view or total philosophy of life of his own.

Hence, it can be concluded that Receiving → Responding → Valuing → Organisation → Characterisation is the correct sequence of objectives of the affective domain according to Bloom’s Taxonomy.

Bloom's Taxonomy MCQ Question 2:

Higher order objective in the affective domain is

1. Responding
2. Valuing
3. Receiving
4. Characterisation

Answer (Detailed Solution Below)

Option 4 : Characterisation

Bloom's taxonomy is a set of three hierarchical models used for classification of educational learning objectives. It covers the learning objectives in cognitive, affective and psychomotor domains.

• Receiving: Receiving is a basic awareness. It involves passively paying attention and being aware of the existence of certain ideas, materials, or phenomena.
• Responding: The individual actively attends and makes a response. The individual is not only aware of a stimulus but reacting to it in some way.
• Valuing: Valuing is the ability to see the value or worth of something and express it.
• Organizing: In this level, the learner put together different values, information, and ideas then sort values in priorities and creates a unique value system.
• Characterizing: In this level, the individual build abstract knowledge based on knowledge acquired from four previous level.

​Hence, we conclude that Higher order objective in the affective domain is Characterizing.

• There are six levels in the Cognitive domain moving from the lowest order to highest.
  • ​​Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation
• There are five levels in the Psychomotor domain moving from the lowest order to highest.​​
  • Imitation
  • Manipulation
  • Precision
  • Articulation
  • Naturalisation

Bloom's Taxonomy MCQ Question 3:

Given below are two statements :

Statement I : Knowledge, comprehension and application levels in Bloom's taxonomy belong to the higher level of cognitive learning.

Statement II: Organization and characterization belong to higher level of affective outcomes.

In the light of the above statements, choose the most appropriate answer from the options given below :

1. Both Statement I and Statement II are correct.
2. Both Statement I and Statement II are incorrect.
3. Statement I is correct but Statement II is incorrect.
4. Statement I is incorrect but Statement II is correct.

Answer (Detailed Solution Below)

Option 4 : Statement I is incorrect but Statement II is correct.

Bloom's taxonomy is a taxonomy of educational objectives devised by American educational psychologist Benjamin Bloom in the 1950s. 

Bloom's cognitive taxonomy has six cognitive learning domain levels at the time: ​

• Knowledge 
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

​So, Statement I is incorrect. 

Statement II: Organization and characterization belong to a higher level of affective outcomes.

• Bloom's taxonomy separates educational goals into three domains such as knowledge, emotion, and movement. 
• The approach facilitates effective student learning by assisting teachers in determining the best teaching tactics to deploy.
• Receiving, responding, valuing, organizing, and categorization are the five levels of the Affective Domain Taxonomy from lowest to highest.
• ​Organization and characterization belong to a higher level of affective outcomes.

Thus, Statement II is correct.

Therefore, Statement I is incorrect but Statement II is correct.

Bloom's Taxonomy MCQ Question 4:

Which of the following are the highest taxonomic categories in the cognitive, affective and psychomotor domains of learning?

(A) Analysis

(B) Evaluation

(C) Awareness

(D) Characterization

(E) Naturalization

Choose the correct answer from the options given below:

1. (A), (B) and (C) only
2. (B), (D) and (E) only
3. (B), (C) and (D) only
4. (C), (D) and (E) only

Answer (Detailed Solution Below)

Option 2 : (B), (D) and (E) only

Bloom's taxonomy is a set of three hierarchical models used for the classification of educational learning objectives into levels of complexity and specificity. 

• The three lists cover the learning objectives in cognitive, affective, and psychomotor domains.
• The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments, and activities.

• Remember, Understand, Apply, Analyze, Evaluate, and Create (rather than Synthesize) 

Affective Domain: Skills in the affective domain describe the way people react emotionally and their ability to feel other living things' pain or joy.

• Affective objectives typically target the awareness and growth in attitudes, emotions, and feelings.
• There are five levels in the affective domain moving through the lowest order processes to the highest.
• Receiving, responding, valuing, organization, and characterization 

Psychomotor Domain: 

• Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.
• Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies.
• Simpson (1972)proposed the following levels: Perception set Guided Response, Mechanism, complex Overt Response, adaptation, and Origination (Naturalization).

Thus With help of the above information, we can infer that Evaluation, Characterization, and Naturalization are the last steps of the Cognitive,  affective, and psychomotor domains.

Hence (B), (D), and (E) only are correct options.

Bloom's Taxonomy MCQ Question 5:

The cognitive domain for behavioral objectives comprises the following objectives.

A. Identifying

B. Comprehending

C. Applying

D. Breaking contents into smaller parts 

E. Evaluating

Choose the correct sequence from the options given below:

1. A, C, D, E, B
2. A, B, C, D, E
3. C, D, B, E, A
4. B, A, C, D, E

Answer (Detailed Solution Below)

Option 2 : A, B, C, D, E

Bloom defined the cognitive domain as "knowledge and the development of intellectual skills." 

• Learning aids in the development of a person's mindset as well as the acquisition of new skills. 
• The cognitive domain attempts to improve an individual's mental abilities and knowledge acquisition. 
• The six categories that make up the cognitive domain:
  • ​Knowledge: The learner's ability to recall and identify data or information is part of their knowledge.
  • Comprehension: The ability of the learner to comprehend the significance of what is known
  • Application: This demonstrates the student's ability to apply abstract information to a new context.
  • Analysis: Breaking down the content into smaller parts and striving to distinguish between facts and opinions.
  • Synthesis: The ability to combine many pieces or concepts to generate a sound pattern or structure that aids in the formation of a new meaning.
  • Assessment: The ability to make judgments regarding the importance of topics is demonstrated via assessment. ​

Thus, the Cognitive domain for behavioral objectives comprises identifying, comprehending, applying, breaking contents into smaller parts, and evaluating.

• Teachers must ensure that the three learning areas of cognitive (thinking), affective (emotions or feelings), and psychomotor (physical or kinesthetic) learning are met. 
• It is critical to recognize that different types of learners have different needs, and that diverse strategy must be used in the design and delivery of classes to ensure that these needs are met.

Top Bloom's Taxonomy MCQ Objective Questions

The ability to use learnt material in a new situation by the child making use of his previous knowledge to solve the problem is called ______.

1. Analysis
2. Synthesis
3. Application
4. Knowledge

Answer (Detailed Solution Below)

Option 3 : Application

Bloom’s Taxonomy: It is a hierarchical ordering of cognitive, affective, and psychomotor domains and each domain has some objectives that can help teachers teach and students learn. As per him, there are three Domains of Learning:

• Cognitive domains: In this domain, a child deals with knowledge and hence, learns to create, evaluate, analyze, apply, understand, remember.

• Affective domains: When it comes to growth in emotional areas, this domain comes into play. It includes receiving, responding, valuing, organizing, and characterising.
• Psychomotor domains: These domains are nothing but manual or physical skills. It deals with physical coordination, movements, and motor skills. It includes imitation, manipulation, precision, articulation, and naturalization.

Hence, we conclude that the above statement is related to the application.

Identify the correct sequence of cognitive behaviours in the taxonomy of educational objectives:

a) Knowledge

b) Application

c) Understanding

d) Analysis

e) Synthesis

Choose the correct answer from the options given below:

1. a, b, c, d and e
2. d, e, a, b and c
3. a, c, b, d and e
4. d, e, a, c and b

Answer (Detailed Solution Below)

Option 3 : a, c, b, d and e

The correct sequence of cognitive behaviours in the taxonomy of educational objectives is option 3) a, c, b, d and e

Blooms Taxonomy:

• This model is proposed in 1956 and named after Benjamin Bloom, an educational psychologist at the University of Chicago.
• This is actually a hierarchy model to classify the teaching and instructional objectives into a specific level of complexity
• There are three major domains - cognitive domain, affective domain, and psychomotor domain
• The components of all domains are divided into specific levels
• Before starting teaching educator set some objectives to achieve the learning goal

Which of the following is an example of higher-order of cognitive learning outcome?

1. Learning of facts and their sequences
2. Learning roles and action sequences
3. Learning of concepts and abstractions
4. Learning of awareness and valuing

Answer (Detailed Solution Below)

Option 3 : Learning of concepts and abstractions

Education is a process of bringing about changes in the individuals in desired directions i.e., enabling them to perform certain skills, to develop a certain understanding, etc. The desirable outcome of a learning experience as a result of participating in some instructional activities, are to be subjected to a proper framework of classification.

Bloom’s Taxonomy of Educational Objectives

• He has adopted a three-dimensional division of Learning experiences which are classified into three domains, that is, Cognitive, Affective and Psychomotor. (knowing, feeling, doing: Head, -Heart, Hand).
• According to Bloom, learning of concepts and abstractions involves a higher order of cognitive learning outcome such as constructing, formulating, investigating, etc. whereas learning of facts and sequences, learning roles and action sequences and learning of awareness and valuing makes use of the lower/basic order of the cognitive learning outcome, as understood from the figure given below:
   

Hence, from the given points and figure, it is clear that learning of concepts and abstractions is an example of higher-order of cognitive learning outcome.

According to Bloom's taxonomy which option is incorrect for the preparation of objective based questions?

1. Analysis 
2. Evaluation
3. Self actualization
4. Application

Answer (Detailed Solution Below)

Option 3 : Self actualization

Benjamin Bloom's taxonomy is a set of three hierarchical models that refers to the classification of educational learning objectives. In the taxonomy, Bloom identified three domains of learning which include cognitive, affective, and psychomotor.

These three domains have been divided in a way that proceeds from the simplest process to the complex.

• Cognitive domains: In this domain, a child deals with knowledge and hence, learns to create, evaluate, analyze, etc.
• Psychomotor domains: It is concerned with acquiring skills that require the integration of mental and physical movements.
• Affective domains: It includes how we deal with things emotionally, such as feelings, values, appreciation, etc.

The work of preparing questions is related to the 'cognitive domain' which involves mental skills that are categorized into six levels of learning that serve in the development of intellectual skills and acquisition power. 

The cognitive domains as per Bloom's taxonomy:

• Remember: Retrieving the relevant knowledge from long-term memory.
• Understand: Construct meaning from instructional messages, including oral, written, and graphic communication.
• Application: Carry out or use a procedure in a given situation.
• Analysis: Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.
• Evaluation: Make judgments based on criteria or standards.
• Create: Put elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure.

Hence, it could be concluded that according to Bloom's taxonomy 'Self-actualization' is incorrect for the preparation of objective-based questions.

The question, "How would you prove that the earth is round or not round?" is based on the ______ objective.

1. Comprehension
2. Evaluation
3. Application
4. Synthesis

Answer (Detailed Solution Below)

Option 2 : Evaluation

According to Blooms Taxonomy, different types of questions require us to use different kinds or levels of thinking. Knowledge, comprehension, and application are more concrete thinking skills. Analysis, synthesis, and evaluation require more abstraction and are known as critical thinking skills.

• To test one’s Knowledge skill, use words and phrases such as: how many, when, where, list, define, tell, describe, identify, etc., which will draw out factual answers and test child’s recall and recognition skills.
• To find out Comprehension skill, use words such as: describe, explain, estimate, predict, identify, and differentiate, etc., to encourage your child to translate, interpret, and extrapolate.
• To test Application skills, use words such as: demonstrate, apply, illustrate, show, solve, examine, classify, and experiment, etc., to encourage your child to apply knowledge to situations that are new and unfamiliar.
• For Analysing skills use words and phrases such as: what are the differences, analyze, explain, compare, separate, classify, arrange, etc., to encourage your child to break information down into parts.
• To test Synthesis skills, use words and phrases such as: combine, rearrange, substitute, create, design, invent, what if, etc., to encourage your child to combine elements into a pattern that’s new.
• To check Evaluation skills use words such as: assess, decide, measure, select, explain, conclude, compare, and summarize etc., to encourage your child to make judgements according to a set of criteria.

From the above definitions, one can conclude that evaluation is a process that critically examines a program. It involves collecting and analyzing information about phenomenon activities, characteristics, and outcomes. The evaluation aims to determine the progress of something and add insights for future improvements. Regardless, it is a careful analysis of the approach, scientific scrutiny of the results, and unbiased evaluation of hypotheses that have convinced us beyond any doubt that the earth is round. And more importantly, such an approach has allowed us to find better ways to confirm that the earth is round, and more efficient modes to circumnavigate and enjoy the round earth.

Hence, one can conclude that the interrogative statement - How would you prove that the earth is round or not round?" is based on the evaluation objective.

This domain deals with the emotions, attitudes and interests of the students 

1. Affective
2. Cognitive
3. Psychomotor
4. Developmental

Answer (Detailed Solution Below)

Option 1 : Affective

Bloom’s Taxonomy: It is a hierarchical ordering of cognitive, affective, and psychomotor domains and each domain has some objectives that can help teachers teach and students learn. As per him, there are three Domains of Learning:

Cognitive domains: In this domain, a child deals with knowledge and hence, learns to create, evaluate, analyze, apply, understand, remember.

The Affective Domain: 

• It is also known as the domain of emotional response.
• These objectives aim to develop certain interests, attitudes, appreciation, and values among pupils. 
• At the lowest level, a student simply pays attention to a certain idea. At the highest level, the student adopts an idea or a value and acts consistently with that idea.
• The affective domain has five basic objectives:
  1. Receiving: Being aware of or attending to something in the environment.
  2. Responding: Showing some new behavior as a result of experience.
  3. Valuing: Showing some definite involvement or commitment.
  4. Organization: Integrating a new value into your general set of values, giving it some ranking among your general priorities.
  5. Characterization by value: Acting consistently with the new value.

Psychomotor domains: These domains are nothing but manual or physical skills. It involves physical coordination, movements, and motor skills.

Hence, we conclude that the domain which deals with the emotions, attitudes and interests of the students is the affective domain.

Which level of teaching uses a higher level of cognitive abilities as specified in Bloom's taxonomy?

1. Memory level
2. Understanding level
3. Reflective level
4. Autonomous development level

Answer (Detailed Solution Below)

Option 3 : Reflective level

Teaching means to teach in life, giving information, imparting knowledge, or instruct (students) as to how to do or learn something(subject or skills) not only for success or achievement but also for life experience, behaviour change, and personality building. 

Developing and delivering lessons by teachers are integral in the teaching process. It is hence important for teachers to ensure that the three-level of teaching uses a higher level of cognitive abilities as specified in Benjamin Bloom's taxonomy of the teaching-learning process.

There are three identifiable levels of teaching and learning activities which includes: 

• Reflective level of teaching
• Understanding level
• Memory level 

Levels of Teaching: -

The reflective: 

• At this level, students reflect or show the theory in practice through their personality.
• They behave as they have learned previously.
• This type of meaningful education believes in the proper application of lesson plans during the teaching-learning process.

Understanding level: -

• Understanding level of learning refers to how much a student can know the concept or understand things.
• Where students can understand and get deep knowledge.
• Higher than memorizing and lower than reflecting.

Memory level refers to drilling, recalling, and memorization.

Hence, we may say that the level of teaching which uses a higher level of cognitive abilities as specified in Bloom's taxonomy is the reflective level.

In the cognitive domain of teaching-learning objectives, which will be categorized as a higher type of learning outcomes?

A. Knowledge and comprehension

B. Analysis of conceptual elements

C. Application of acquired knowledge and skills

D. Synthesis involving the creative organization of ideas

E. Evaluation involving judgment using internal or external standards

Choose the correct answer from the option given below: 

1. ​B, C and D only
2. ​C, D and E only
3. ​A, B and C only
4. B, D and E only

Answer (Detailed Solution Below)

Option 4 : B, D and E only

In the cognitive domain of teaching-learning objectives, B, D, and E will be categorized as higher types of learning outcomes.

Blooms Taxonomy:

• This model is proposed in 1956 and named after Benjamin Bloom, an educational psychologist at the University of Chicago.
• This is actually a hierarchy model to classify the teaching and instructional objectives into a specific level of complexity
• There are three major domains - cognitive domain, affective domain, and psychomotor domain
• The components of all domains are divided into specific levels
• Before started teaching educator set some objectives to achieve the learning goal

Domain	Description	Levels
Cognitive domain	It is related to knowledge. Different types of questions require us to use different kinds or levels of thinking.	Evaluation: Make judgments about the value of ideas or materials
Synthesis: put parts together to form a whole
Analysis: separate the whole contents into parts, distinguish between facts and influences
Application: apply knowledge in a suitable place
Comparison: comprehension, translation, interpolation, and interception of information and problem
Knowledge: recall previously learned information

The lowest level of cognitive achievement is

1. knowledge
2. understanding
3. application
4. analysis

Answer (Detailed Solution Below)

Option 1 : knowledge

Cognitive achievement of children is enhanced through social interaction with other people, particularly those who are more skilled.

Benjamin Bloom’s taxonomy is a hierarchical organization of cognitive objectives. Bloom classifies learning objectives into three domains, cognitive, affective, and sensory domain.

1. Cognitive Domain: mental skills
2. Affective Domain: growth in feelings or emotional areas
3. Psychomotor Domain: manual or physical skills

The cognitive domain involves six categories of learning that serve in the development of intellectual skills.

• The lowest level of cognitive achievement is knowledge.

Hence, it becomes clear that the lowest level of cognitive achievement is knowledge.

The key words 'defines', 'knows', 'labels' and 'lists' belong to which category?

1. Remembering
2. Understanding
3. Applying
4. Evaluating

Answer (Detailed Solution Below)

Option 1 : Remembering

Benjamin Bloom's taxonomy is a set of three hierarchical models that refers to the classification of educational learning objectives.

• In the taxonomy, Bloom identified three domains of learning including cognitive, affective, and conative or psychomotor.
  • Cognitive Domain: mental skills
  • Affective Domain: growth in feelings or emotional areas
  • Psychomotor Domain: manual or physical skills

• The cognitive domain involves six levels of learning that serve in the development of intellectual skills and the above keywords (verbs) come under 'remembering level' which represents the lower order of thinking skills.
• The key words ‘defines’, ‘knows’, ‘labels’, and ‘lists’ belong to the Remembering level of the cognitive domain.

Note: Refer to the image to know all the levels of Bloom's cognitive domain:

Hence, it becomes clear that The key words ‘defines’, ‘knows’, ‘labels’, and ‘lists’ belong to the 'Remembering' category.

A teacher asks her students to read the news about recent events in the state. Then the students are asked to classify the events into different 'ruling systems.' The purpose of this learning activity is to _____ the topic.

1. Understand
2. Recall
3. Research
4. Revise

Answer (Detailed Solution Below)

Option 1 : Understand

Here, a teacher is asking her students to read the news about recent events in the state. Then the students are asked to classify the events into different 'ruling systems.' The purpose of this learning activity is to understand the topic.

When we refer to bloom's taxonomy that has been shown below. Understand includes interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining

NOTE:

• Recall and revise are the objectives under 'Remember'.
• Research is included in 'create'.

​Hence, the purpose of the above activity is to understand.

Which of the following is not a domain of Bloom's Taxonomy?

1. Cognitive
2. Objective
3. Affective
4. Psychomotor

Answer (Detailed Solution Below)

Option 2 : Objective

The idea of creating a taxonomy of educational objectives was conceived by Benjamin Bloom.

Bloom’s taxonomy was propounded by Benjamin Bloom in 1956. Taxonomy is a hierarchical order of cognitive skill.

Bloom's Taxonomy Identified Three Domains of Educational Activities:-

1. Cognitive Domain: It involves knowledge and the development of intellectual skills. The six major categories of objectives which come under the cognitive domain are Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation
2. Affective Domain: It includes how we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.
3. Psychomotor Domain:  It includes physical movement, coordination, and use of the motor-skill areas.

Levels of Bloom's cognitive domain:

The question, “Distinguish between animal cell and plant cell” is based on _______ objective.

1. Comprehension
2. Analysis
3. Synthesis
4. Evaluation

Answer (Detailed Solution Below)

Option 2 : Analysis

Benjamin Bloom developed a taxonomy or classification of educational objectives. These objectives were divided into three domains: cognitive, affective, and psychomotor. In real life behavior from all three domains occurs simultaneously. For example, when students are writing (psychomotor), they are also remembering or recalling (cognitive), and they are likely to have some emotions or feelings (affection) towards the task.

The Cognitive Domain:

• ​​It is also known as the thinking domain.
• Initially, the six basic objectives in Bloom’s taxonomy are knowledge, comprehension, application, analysis, synthesis, and evaluation.
• These objectives are considered as a hierarchy, each skill building on those below, but this is not entirely accurate.
• In 2001, a group of educational researchers published the first major revision of the cognitive taxonomy. These are as follows:
  1. Remembering: Remembering or recognizing something without necessarily understanding, using, or changing it.
  2. Understanding: Understanding the material being communicated without necessarily relating it to anything else.
  3. Applying: Using a general concept to solve a particular problem.
  4. Analyzing: Breaking something down into its parts.
  5. Evaluating: Judging the value of materials or methods as they might be applied in a particular situation.
  6. Creating: Creating something new by combining different ideas using critical thinking.
• Remembering, understanding, and applying is considered as the lower level objectives while analyzing, evaluation, and creating are considered as high-level objectives.
• The six processes of remembering, understanding, applying, analyzing, evaluating, and creating acting on four kinds of knowledge—factual, conceptual, procedural, and metacognitive.

​​

Hence, from the given points and diagram, it is clear that the question, “Distinguish between animal cell and plant cell” is based on Analyzing objective. 

The Affective Domain: 

• It is also known as the domain of emotional response.
• These objectives aim to develop certain interests, attitudes, appreciation, and values among pupils. 
• At the lowest level, a student simply pays attention to a certain idea. At the highest level, the student adopts an idea or a value and acts consistently with that idea.
• The affective domain has five basic objectives:
  1. Receiving: Being aware of or attending to something in the environment.
  2. Responding: Showing some new behavior as a result of experience.
  3. Valuing: Showing some definite involvement or commitment.
  4. Organization: Integrating a new value into your general set of values, giving it some ranking among your general priorities.
  5. Characterization by value: Acting consistently with the new value.

The Psychomotor Domain:

• ​​In this domain, learning depends on the mastery of physical skill.
• It includes demonstrative skills and performing specific tasks, for example, writing, reading, making illustrations, diagrams, and maps, etc. 
• This domain has not however received the attention and development of the cognitive and affective domains.

Which of the following is an objective related to the affective domain?

1. Students can paint a picture
2. Students can write a letter
3. Students can draw a graph
4. Students can value honesty

Answer (Detailed Solution Below)

Option 4 : Students can value honesty

Benjamin Bloom's taxonomy is a set of three hierarchical models that refers to the classification of educational learning objectives. In the taxonomy, Bloom identified three domains of learning which include cognitive, affective, and psychomotor.

Affective domain:

• The objectives which are related to the domain of interests, attitudes, and values bring about desirable changes in the same included in this domain. 
• Only those objectives are included that are related to the domain of interests, attitudes, and values that bring out the desirable changes in the same.
• These objectives are related to inner feelings and emotions and the outcome can not be seen easily in someone's behavior.
• For example, students can value honesty as they will learn about the values which will bring positive change in their behavior.

Hence, the students can value honesty as an objective related to the affective domain.

Of the given set, which one is the highest level of Cognitive ability?

1. Analyzing
2. Knowing
3. Evaluating
4. Understanding

Answer (Detailed Solution Below)

Option 3 : Evaluating

Benjamin Bloom developed a taxonomy or classification of educational objectives. These objectives were divided into three domains: cognitive, affective, and psychomotor. In real life behavior from all three domains occurs simultaneously. For example, when students are writing (psychomotor), they are also remembering or recalling (cognitive), and they are likely to have some emotions or feelings (affection) towards the task.

The Cognitive Domain: 

• ​​It is also known as the thinking domain.
• Initially, the six basic objectives in Bloom’s taxonomy are knowledge, comprehension, application, analysis, synthesis, and evaluation.

​1. Knowledge

• Knowledge is defined as the remembering of previously learned material.
• This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is bringing to mind the appropriate information.
• Knowledge represents the lowest level of learning outcomes in the cognitive domain.

2. Comprehension

• Comprehension is defined as the ability to grasp the meaning of the material.
• This may be shown by translating material from one form to another word to numbers, by interpreting material explaining or summarizing, and by estimating future trends predicting consequences or effects.
• These learning outcomes go one step beyond the simple remembering of material and represent the lowest level of understanding.

3. Application

• Application refers to the ability to use learned material in new and concrete situations.
• This may include the application of such things as rules, methods, concepts, principles, laws, and theories.
• Learning outcomes in this area require a higher level of understanding than those under comprehension.

4. Analysis

• Analysis refers to the ability to break down the material into its component parts so that its organizational structure may be understood.
• This may include the identification of parts, analysis of the relationship between parts, and recognition of the organizational principles involved.
• Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material. 

5. Synthesis

• ​Synthesis refers to the ability to put parts together to form a new whole.
• This may involve the production of a unique communication theme or speech, a plan of the operations research proposal, or a set of abstract relations schemes for classifying information.
• Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structures.

6. Evaluation

• Evaluation is concerned with the ability to judge the value of material for a given purpose.
• The judgments are to be based on definite criteria.
• These may be internal criteria organization or external criteria and the student may determine the criteria or be given them.
• Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.

• These objectives are considered as a hierarchy, each skill building on those below, but this is not entirely accurate.
• In 2001, a group of educational researchers published the first major revision of the cognitive taxonomy. These are Remembering, Understanding, Applying, Analyzing, Evaluating, Creating
• Remembering, understanding, and applying ⇒ the lower-level objectives.
• Analyzing, evaluating, and creating are considered ⇒  high-level objectives.
• The six processes of remembering, understanding, applying, analyzing, evaluating, and creating acting on four kinds of knowledge—factual, conceptual, procedural, and metacognitive.

​​ 

Therefore, Evaluating is the highest level of Cognitive ability.

Which of the following does not come under the cognitive domain?

1. Knowledge
2. Evaluation
3. Understanding
4. Characterizing

Answer (Detailed Solution Below)

Option 4 : Characterizing

Bloom’s Taxonomy: It is a hierarchical ordering of cognitive, affective, and psychomotor domains and each domain has some objectives that can help teachers teach and students learn. As per him, there are three Domains of Learning:

• Cognitive domains: In this domain, a child deals with knowledge and hence, learns to create, evaluate, analyze, apply, understand, remember.

• Affective domains: When it comes to growth in emotional areas, this domain comes into play. It includes receiving, responding, valuing, organizing, and characterising.
• Psychomotor domains: These domains are nothing but manual or physical skills. It deals with physical coordination, movements, and motor skills. It includes imitation, manipulation, precision, articulation, and naturalization.

Hence, we conclude that 'characterising' is not the part of cognitive domain but affective domain.

Cognitive domain for behavioural objectives comprises which of these objectives?

A. Evaluation

B. Valuing

C. Comprehension

D. Precision

E. Knowledge

Choose the correct answer from the options given below:

1. A, B and C only
2. B, C and D only
3. A, C and E only
4. C, D and E only

Answer (Detailed Solution Below)

Option 3 : A, C and E only

Cognition implies referring to the mental process involved in gaining knowledge and comprehension. Some examples of cognitive processes are thinking, knowing, remembering, judging, problem-solving, etc. 

The cognitive domain for behavioral objectives comprises of the following:

• Knowledge:
  • Recall or retrieve previous learned information or data. 
• Evaluation:
  • It's about making judgment about the value of ideas or material.
  • For example, Explain and justify a new budget.
• Comprehension:
  • Understanding the meaning, translation, interpolation, and interpretation of instructions and problems.
  • For example, explain in one's own words the steps for performing a complex task.

• Valuing:
  • It is part of the affective domain.
  • The worth or value a person attaches to a particular object, phenomenon, or behavior.
  • It can be simple acceptance or strong commitment.
  • It is based on the internalization of a set of specific values.
  • For example, Is sensitive toward individual and cultural differences (value diversity). 
• Precision:
  • It can be defined as refining, becoming more exact.
  • For example, Working and reworking on something to make it better.

​​Hence A, C, and E only is the correct answer.

Which of the following educational objectives are considered to be of higher level in the affective domain of taxonomic scheme?

A. Synthesis

B. Characterization

C. Analysis

D. Organization

E. Precision

Choose the Correct answer from the option given below: 

1. A and B only
2. B and C only
3. B and D only
4. D and E only

Answer (Detailed Solution Below)

Option 3 : B and D only

Blooms Taxonomy:

• This model is proposed in 1956 and named after Benjamin Bloom, an educational psychologist at the University of Chicago.
• This is actually a hierarchy model to classify the teaching and instructional objectives into a specific level of complexity
• There are three major domains - cognitive domain, affective domain, and psychomotor domain
• The components of all domains are divided into specific levels
• Before started teaching educator set some objectives to achieve the learning goal

Affective domain:

• It is related to one’s attitude on different issues i.e. social, political, economic, etc. 
• The levels are,
  • Characterization
  • Organization
  • Valuing
  • Responding
  • Receiving

Therefore, B and D are considered to be of higher level in the affective domain of taxonomic scheme.

As classified by Bloom, which one of the following is not a subdomain of cognitive domain?

1. Application
2. Analysis
3. Synthesis
4. Responding

Answer (Detailed Solution Below)

Option 4 : Responding

B.S. Bloom has proposed a taxonomy which is a set of three hierarchical models that refers to the classification of educational learning objectives.

Bloom's Taxonomy Identified Three Domains of Learning:

1. Cognitive Domain: It involves knowledge and the development of intellectual skills. 
2. Affective Domain: It includes how we deal with things emotionally, such as feelings, values, appreciation, etc.
3. Psychomotor Domain:  It includes physical movement, coordination, and use of the motor-skill areas.

The cognitive domain involves mental skills which are categorized into six levels of learning that serve in the development of intellectual skills and acquisition power. 

Subdomains of Cognitive Domain:

• Knowledge: It refers to the process of recognizing and recalling information.
• Comprehension: It refers to the process of interpreting and assimilating information.
• Application: It refers to the process of utilizing information in new and different situations.
• Analysis: It refers to the process of identifying the pattern and connection among the given information
• Synthesis: It refers to the process of combining information and making connections among them to generate a new idea.
• Evaluation: It refers to the process of making judgments and Justifying decisions about the value of information and materials

• Responding is related to the affective domain and it is defined as the tendency to respond to an object or stimuli.

Hence, it could be concluded that responding is not a subdomain of cognitive domain.

Bloom’s lesson plan is based on

1. Objectives
2. Content
3. Presentation
4. All of the above

Answer (Detailed Solution Below)

Option 1 : Objectives

Benjamin Bloom developed a taxonomy or classification of educational objectives. These objectives were divided into three domains: cognitive, affective, and psychomotor. In real life behavior from all three domains occurs simultaneously. For example, when students are writing (psychomotor), they are also remembering or recalling (cognitive), and they are likely to have some emotions or feelings (affection) towards the task.

The Cognitive Domain:

• ​​It is also known as the thinking domain.
• Initially, the six basic objectives in Bloom’s taxonomy are knowledge, comprehension, application, analysis, synthesis, and evaluation.
• These objectives are considered as a hierarchy, each skill building on those below, but this is not entirely accurate.
• In 2001, a group of educational researchers published the first major revision of the cognitive taxonomy. These are as follows: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating.

​The Affective Domain: 

• It is also known as the domain of emotional response.
• These objectives aim to develop certain interests, attitudes, appreciation, and values among pupils. 
• The affective domain has five basic objectives: Receiving, Responding, Valuing, Organization, Characterization by value.

​The Psychomotor Domain:

• ​​In this domain, learning depends on the mastery of the physical skill.
• The Psychomotor domain has five basic objectives: Imitation, Manipulation, Precision, Articulation, Naturalization.

Hence, we conclude that Bloom’s lesson plan is based on objectives.

What was the main purpose of identifying the levels of intellectual behavior in students?

Why is Bloom's taxonomy important for students?

What is Direct Instruction method of teaching?

How is Bloom's taxonomy used in the classroom?