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1、IntroductionBenjaminBloom(1956)headedagroupofeducationalpsychologistsdevelopaclassificationoflevelsofintellectualbehaviourimportantinlearning(i.e.Bloom’staxonomy).ThistaxonomywasfurtherdevelopedbyLorinAndersonandhiscolleaguestoanewversionin2001(Bloom’srevisedtaxonomy).TillnowBloom’staxonomy
2、hasbeenwidelyusedineducation.Specifically,educationalobjectivesofTaxonomyhavebeenadaptedbyeducationaladministrators,teachers,teachereducators,curriculumcoordinators,andassessmentspecialistsacrosstheboard.BecauseofBloom’staxonomy,human’slearningbehaviourisnotabstractbutconcreteandcanbeprecis
3、elydelineatedaccordingtodifferentaffective,psychomotor,orcognitivelevels.However,theobjectivesoncognitivedomainaremostcommonlyappliedineducation,andwillbethefocusofthisassignment.Withtwoaimsofresearching,i.e.whatBloom’staxonomycontributestounderstandingofstudents’learningbehaviourandwhatimp
4、licationsBloom’staxonomycastsonteachingandlearning,thisassignmentisdividedintothreesections.Inthefirstsection,oldandnewversionsofBloom’sTaxonomywillbeintroducedaccompaniedbyacomparisonbetweenthetwo.WethenturntodescribehowTaxonomyfacilitatesteachingandlearningincurriculumdesign,classroominst
5、ructions,andassessments,drawinguponlatestresourcesandexamplesfromschoolsoreducationalinstitutes.Inthethirdsection,itwillbepointedoutthatlikeeverytheoryoflearninganddevelopmentBloom’taxonomyhasweaknessesandlimitations.Itisjustonemethodofdescribingandevaluatinghuman’slearningactivities,thereb
6、yitissuggestedtobeusedalongwithothereducationalapproachesandwithawarenesstoavoidthesideeffectofitsweaknessesandlimitations.Bloom’sOriginalTaxonomyBloom’sOriginalTaxonomycomesfromtheeffortsofagroupofeducationalpsychologistsgatheredbyBenjaminS.Bloom,thenAssociateDirectoroftheBoardofExaminatio
7、nsoftheUniversityofChicago,toreducethelaborofannuallyexaminationpreparationbycreatingaframeworktoguidetestitems’designthatcanbesharedacrossAmericanuniversities.Thisframeworkisaclassificationofeducationalobjectives,i.e.whatstudentsareexpectedtobehaveasare
