Educational Objectives & Bloom's Taxonomy
Asked 3 months ago · Viewed 2,088 times
In the context of 'systems of evaluation and measurement', regarding the six levels described under the revised version (Krathwohl & Anderson, 2001) of Benjamin Bloom's 'Taxonomy of Educational Objectives' (Cognitive Domain)—namely Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating—along with their scientific and logical nature, and the mutual interrelationships of behavioral objectives formulation proposed by Norman Gronlund and Robert Mager, and their implications in the modern Continuous and Comprehensive Evaluation (CCE) system, which of the following statements is most appropriate and true?
✓ Correct! Well done.
✗ Not quite — the correct answer is highlighted above.
Detailed Explanation
Detailed Explanation
The correct option is b.
- Robert Mager's Model: Robert Mager emphasized formulating explicit, behavioral, and measurable learning objectives using observable action verbs. This directly facilitates the precise assessment of learning outcomes across various levels of Bloom's Cognitive Domain.
- Alignment with Bloom's Taxonomy: Clear behavioral objectives help educators design appropriate assessment tools for both lower-order thinking skills (such as remembering and understanding) and higher-order thinking skills (such as analyzing, evaluating, and creating).
- Why other options are incorrect: Option (a) incorrectly links 'Creating' to convergent thinking (it is divergent thinking). Option (c) misrepresents Gronlund's view on general-to-specific objectives and formative assessment integration. Option (d) falsely detaches foundational cognitive levels from intellectual development.
Next question →
In the context of 'Domains of Learning and Classroom Teaching', regarding the…
← Previous question
Identify the correct sequence of general objectives of…
Related Questions
→
In the context of 'modern approach to learning evaluation and measurement', regarding the neuro-cognitive nature of 'Remembering', 'Understanding', 'Applying', 'Analyzing', 'Evaluating', and 'Creating' under the Revised Bloom's Taxonomy modified by Benjamin Bloom and the hierarchical activation process of the brain's 'prefrontal cortex', and the interrelationships between the four levels of the 'Depth of Knowledge' (DoK) model propounded by Norman Webb and their implications in modern primary inclusive classroom teaching, 'Continuous and Comprehensive Evaluation' (CCE) and the promotion of higher-level critical thinking in students, which of the following statements is most appropriate and true?
→
What is the primary pedagogical objective of 'Formative Assessment' (FA) under 'Continuous and Comprehensive Evaluation' (CCE) in the teaching-learning of Environmental Studies (EVS)?
→
In the context of Continuous and Comprehensive Evaluation (CCE), which of the following analytical options best explains the fundamental difference between 'Assessment' and 'Evaluation'?
→
Upon a rigorous analysis of the philosophical foundations of the National Curriculum Framework (NCF 2005) and the Right of Children to Free and Compulsory Education (RTE) Act 2009—specifically connecting knowledge to life outside the school, freeing learning from rote methods, and making classrooms democratic and flexible—if a school implements child-centric pedagogy by adopting Continuous and Comprehensive Evaluation (CCE) instead of summative assessment, and makes children's local culture, mother tongue, and experiential understanding the core basis of the curriculum, which of the following statements is most authentically true regarding the underlying perspective of these policy and statutory documents?
→
In the context of modern psychological principles of evaluation and measurement, regarding the 'Cognitive Domain' of the 'Taxonomy of Educational Objectives' proposed by Benjamin Bloom, specifically the neuro-cognitive nature of the highest levels—'Synthesis' (Creation) and 'Evaluation'—along with the activation processes of the dorsolateral prefrontal cortex (DLPFC) and anterior cingulate cortex (ACC) for critical thinking and decision-making, and their interrelationship with 'Criterion-Referenced Testing' and 'Diagnostic and Formative Assessment' proposed by Norman Gronlund and Robert Glaser, and their implications for modern primary inclusive classroom teaching, Continuous and Comprehensive Evaluation (CCE), and the promotion of higher-order cognitive skills and self-regulation in students, which of the following statements is most appropriate and true?
→
In which domain does the hierarchy range from involuntary action and basic activity to non-discursive communication and meaningful expressive activity?
→
The ability to put parts together to form a coherent or unique new whole is known as .........
Log in
to add to quiz, bookmark, or report issues.