‫الطبع‪ ،‬يمكنني مساعدتك‪ .

‬ما الذي تحتاج المساعدة فيه؟‬

‫‪You‬‬
‫اريد تصميم جدول مواصفات الختبار اللغة االنجليزية من ‪ 36‬عالمه‬
‫‪ChatGPT‬‬
‫‪ChatGPT‬‬
‫بالطبع‪ ،‬يمكنني مساعدتك في تصميم جدول الختبار اللغة اإلنجليزية بنقاط تصل إلى ‪ .36‬يمكنك استخدام الجدول التالي‬
‫‪:‬كمثال‬

‫القسم‬ ‫العالمة الممكنة‬

‫قواعد اللغة‬ ‫‪10‬‬
‫فهم القراءة‬ ‫‪8‬‬
‫التعبير الكتابي‬ ‫‪8‬‬
‫محادثة وفهم الشفوي‬ ‫‪6‬‬
‫المجموع الكلي‬ ‫‪32‬‬

‫يمكنك تعديل هذا الجدول حسب احتياجات اختبارك والمهارات التي ترغب في تقييمها‪ .‬قسم القواعد يمكن أن يشمل‬
‫مهارات مثل قواعد اللغة والهجاء‪ ،‬وفهم القراءة يمكن أن يتعلق بفهم المفردات والمفاهيم‪ ،‬بينما يمكن أن يشمل قسم‬
‫‪.‬التعبير الكتابي مهارات الكتابة والتعبير بشكل عام‪ .‬المجموع الكلي يعكس العالمة اإلجمالية لالختبار‬

‫‪.‬يرجى التأكد من تحديد وزن كل قسم وتحديد العالمة الممكنة لكل واحد منها وفًق ا ألهداف اختبارك‬

‫‪You‬‬
‫كيف اطبق هرم بلوم على المهارات االساسية قراءة و كلمات و قواعد وكتابة في امتحان اللغه االنجليزية‬
‫‪ChatGPT‬‬
‫‪ChatGPT‬‬
‫هرم بلوم هو نموذج تصنيف يستخدم لتصنيف المهارات التعلمية والمهارات العقلية إلى ستة مستويات متدرجة‪ .‬يمكنك‬
‫‪:‬تطبيق هرم بلوم على مهارات اللغة اإلنجليزية في امتحانك على النحو التالي‬

‫‪:‬تذكر ‪1.‬‬
‫‪‬‬ ‫‪.‬قراءة‪ :‬تمكين الطالب من استرجاع المعلومات من النصوص‬
‫‪‬‬ ‫‪.‬كلمات‪ :‬حفظ المفردات والمصطلحات األساسية‬
‫‪‬‬ ‫‪.‬قواعد‪ :‬حفظ قواعد اللغة اإلنجليزية‬
‫‪:‬فهم ‪2.‬‬
‫‪‬‬ ‫‪.‬قراءة‪ :‬فهم المفهوم العام للنصوص والتعرف على األفكار الرئيسية‬
‫‪‬‬ ‫‪.‬كلمات‪ :‬استخدام المفردات في سياقات مناسبة‬
‫‪‬‬ ‫‪.‬قواعد‪ :‬تفسير كيفية استخدام قواعد اللغة في الجمل‬
‫‪:‬تطبيق ‪3.‬‬
‫‪‬‬ ‫‪.‬قراءة‪ :‬تحليل النصوص وتطبيق المفاهيم المكتسبة‬
‫‪‬‬ ‫‪.‬كلمات‪ :‬استخدام المفردات في تحليل النصوص أو التعبير عن األفكار‬
‫‪‬‬ ‫‪.‬قواعد‪ :‬استخدام قواعد اللغة في تكوين جمل معقدة‬
‫‪:‬تحليل ‪4.‬‬
 ‫‪‬‬ ‫‪.‬قراءة‪ :‬تحليل النصوص إلى عناصرها المكونة‬
‫‪‬‬ ‫‪.‬كلمات‪ :‬تحليل العالقات بين المفردات والمصطلحات‬
‫‪‬‬ ‫‪.‬قواعد‪ :‬تحليل البنية اللغوية والصياغة‬
‫‪:‬تركيب ‪5.‬‬
‫‪‬‬ ‫‪.‬قراءة‪ :‬إنتاج مواد جديدة باستخدام المعلومات المستمدة من النصوص‬
‫‪‬‬ ‫‪.‬كلمات‪ :‬كتابة جمل ونصوص جديدة باستخدام المفردات‬
‫‪‬‬ ‫‪.‬قواعد‪ :‬كتابة نصوص معقدة باستخدام قواعد متقدمة‬
‫‪:‬تقويم ‪6.‬‬
‫‪‬‬ ‫‪.‬قراءة‪ :‬تقييم النقاط الرئيسية وفحص صحة الحجج‬
‫‪‬‬ ‫‪.‬كلمات‪ :‬تقييم دقة استخدام المفردات والمصطلحات‬
‫‪‬‬ ‫‪.‬قواعد‪ :‬تقييم دقة استخدام قواعد اللغة‬

‫‪.‬تأكد من تضمين أسئلة تغطي كل مستوى في هرم بلوم في امتحانك لضمان تقييم شامل لمهارات اللغة اإلنجليزية للطالب‬

‫‪You‬‬
‫في اختبار القراءه باللغه االنجليزية ماهي االسئلة المقترحة على نص‬
‫‪ChatGPT‬‬
‫‪ChatGPT‬‬
‫اختبار القراءة في اللغة اإلنجليزية يمكن أن يشمل مجموعة واسعة من األسئلة التي تستند إلى مستوى الطالب وأهداف‬
‫‪:‬االختبار‪ .‬إليك بعض األسئلة المقترحة التي يمكن استخدامها‬

‫‪:‬األسئلة الفهمية ‪1.‬‬

‫ما هو الموضوع الرئيسي للنص؟ ‪‬‬
‫ما هي األفكار الرئيسية في الفقرة الثالثة‪ ،‬على سبيل المثال؟ ‪‬‬
‫ما هو الهدف من هذا النص؟ ‪‬‬
‫‪:‬األسئلة الحقائقية ‪2.‬‬
‫ما الذي تم اإلشارة إليه في الفقرة الرابعة؟ ‪‬‬
‫ما هو اسم الشخص الذي تم الحديث عنه في النص؟ ‪‬‬
‫أين وقعت األحداث المذكورة في الفقرة الثانية؟ ‪‬‬
‫‪:‬األسئلة التفسيرية ‪3.‬‬
‫لماذا اعتقد الشخص الرئيسي أنه من المهم فعل ذلك؟ ‪‬‬
‫ما هي العالقة بين الفقرتين األولى والثانية؟ ‪‬‬
‫كيف تؤثر الظروف على رد فعل الشخصية؟ ‪‬‬
‫‪:‬األسئلة االستنتاجية ‪4.‬‬
‫ما يمكن أن يكون العنوان المناسب لهذا النص؟ ‪‬‬
‫كيف يعكس النص آراء الكاتب تجاه الموضوع؟ ‪‬‬
‫ما الذي يمكن أن يحدث بعد النهاية؟ ‪‬‬
‫‪:‬األسئلة العامة ‪5.‬‬
‫في السياق؟ "‪ "X‬ما هو معنى كلمة ‪‬‬
‫‪ "Y".‬اختر الكلمة التي تعني نفس المعنى كـ ‪‬‬
‫ما هي الفرضيات التي يمكن استنتاجها من النص؟ ‪‬‬
‫تأكد من أن هذه األسئلة تتناسب مع مستوى الصعوبة المستهدف وأهداف االختبار‪ .‬يمكن أيًض ا تنويع األسئلة بين أسئلة‬
‫‪.‬االختيار من متعدد واألسئلة الكتابية لتقييم مجموعة واسعة من المهارات‬

‫‪You‬‬
‫كيف نطبق هرم بلوم على االسئلة السابقة‬
‫‪ChatGPT‬‬
‫‪ChatGPT‬‬
‫‪:‬يمكن تطبيق هرم بلوم على األسئلة المذكورة سابًقا كما يلي‬

‫‪:‬األسئلة الفهمية ‪1.‬‬

‫تذكر‪ :‬ما هو الموضوع الرئيسي للنص؟ ‪‬‬
‫فهم‪ :‬ما هي األفكار الرئيسية في الفقرة الثالثة‪ ،‬على سبيل المثال؟ ‪‬‬
‫تطبيق‪ :‬كيف يمكن تلخيص الفقرة الثالثة بكلماتك الخاصة؟ ‪‬‬
‫‪:‬األسئلة الحقائقية ‪2.‬‬
‫تذكر‪ :‬ما الذي تم اإلشارة إليه في الفقرة الرابعة؟ ‪‬‬
‫فهم‪ :‬ما هو اسم الشخص الذي تم الحديث عنه في النص؟ ‪‬‬
‫تطبيق‪ :‬كيف يمكن استخدام المعلومات في النص لحل مشكلة معينة؟ ‪‬‬
‫‪:‬األسئلة التفسيرية ‪3.‬‬
‫تذكر‪ :‬لماذا اعتقد الشخص الرئيسي أنه من المهم فعل ذلك؟ ‪‬‬
‫فهم‪ :‬ما هي العالقة بين الفقرتين األولى والثانية؟ ‪‬‬
‫تطبيق‪ :‬كيف يمكن تحليل تأثير قرار الشخصية على األحداث المستقبلية؟ ‪‬‬
‫‪:‬األسئلة االستنتاجية ‪4.‬‬
‫فهم‪ :‬ما الذي يمكن أن يكون العنوان المناسب لهذا النص؟ ‪‬‬
‫تطبيق‪ :‬كيف يمكن أن يؤثر النص على القراء بشكل عاطفي أو فكري؟ ‪‬‬
‫تحليل‪ :‬ما هي الرسالة التي يحاول الكاتب إيصالها؟ ‪‬‬
‫‪:‬األسئلة العامة ‪5.‬‬
‫في السياق؟ "‪ "X‬تذكر‪ :‬ما هو معنى كلمة ‪‬‬
‫‪ "Y".‬فهم‪ :‬اختر الكلمة التي تعني نفس المعنى كـ ‪‬‬
‫تطبيق‪ :‬كيف يمكن استخدام الكلمات في سياقات أخرى خارج النص؟ ‪‬‬

‫بتوجيه األسئلة بناًء على مستويات هرم بلوم‪ ،‬يمكنك ضمان تقديم تحديات تناسب مستوى المهارات الفكرية للطالب‬
‫‪.‬وتشجيع تطوير مهارات التفكير العالي‬

‫‪You‬‬
‫في اختبار القراءه باللغه االنجليزية ماهي االسئلة المقترحة على مهارة الكلمات وكيف نطبق هرم بلوم عليها‬
‫‪ChatGPT‬‬
‫‪ChatGPT‬‬
‫لتقييم مهارة الكلمات في اختبار القراءة باللغة اإلنجليزية‪ ،‬يمكنك استخدام أسئلة تتنوع بين مستويات هرم بلوم لتحفيز‬
‫‪:‬الفهم والتطبيق‪ .‬إليك بعض األسئلة المقترحة وكيف يمكن تطبيق هرم بلوم عليها‬

‫‪:‬تذكر ‪1.‬‬
‫‪‬‬ ‫في السياق؟ "‪ "X‬ما هو معنى الكلمة‬
 ‫‪‬‬ ‫أين ُو ِر َد ت هذه الكلمة ألول مرة في النص؟‬
‫‪:‬فهم ‪2.‬‬
‫‪‬‬ ‫في الجملة؟ "‪ "Z‬والكلمة "‪ "Y‬ما هي العالقة بين الكلمة‬
‫‪‬‬ ‫بشكل صحيح في جملة جديدة؟ "‪ "A‬كيف يمكن استخدام الكلمة‬
‫‪:‬تطبيق ‪3.‬‬
‫‪‬‬ ‫‪.‬في جملة توضح معناها في سياق النص "‪ "B‬استخدم الكلمة‬
‫‪‬‬ ‫‪.‬باستخدام مفرداتك الخاصة "‪ "C‬قدم تعريًف ا للكلمة‬
‫‪:‬تحليل ‪4.‬‬
‫‪‬‬ ‫في هذا النص عن استخدامها في نص آخر؟ "‪ "D‬كيف تختلف استخدام الكلمة‬
‫‪‬‬ ‫؟"‪ "F‬عوًض ا عن الكلمة "‪ "E‬ما هي الظروف التي تستدعي استخدام الكلمة‬
‫‪:‬تركيب ‪5.‬‬
‫‪‬‬ ‫‪.‬اكتب جملة تحتوي على ثالث كلمات من النص بشكل صحيح ومفهوم‬
‫‪‬‬ ‫‪.‬بشكل إبداعي "‪ "G‬ابتكر سياًقا جديًد ا الستخدام الكلمة‬
‫‪:‬تقويم ‪6.‬‬
‫‪‬‬ ‫‪.‬قيم مدى دقة استخدام الكلمات في النص للتعبير عن األفكار‬
‫‪‬‬ ‫‪.‬اختر الكلمة األنسبة لتعبير عن مشاعر الشخصية في السياق الحالي‬

‫بهذه الطريقة‪ ،‬يمكنك تكامل هرم بلوم في أسئلتك لتشجيع الطالب على فهم الكلمات‪ ،‬واستخدامها بشكل صحيح وإظهار‬
‫‪.‬فهمًا عميقًا للمفردات في سياق القراءة‬

‫‪You‬‬
‫في اختبار االقواعد باللغه االنجليزية ماهي االسئلة المقترحةاعتمادا على هرم بلوم‬
‫‪ChatGPT‬‬
‫‪ChatGPT‬‬
‫لتقييم مهارات القواعد في اختبار اللغة اإلنجليزية‪ ،‬يمكنك استخدام أسئلة تغطي مستويات هرم بلوم لضمان تنوع األسئلة‬
‫‪:‬وتحفيز تطبيق المفاهيم‪ .‬إليك بعض األسئلة المقترحة وكيفية تطبيقها بناًء على هرم بلوم‬

‫‪:‬تذكر ‪1.‬‬
‫‪‬‬ ‫ما هي القاعدة الصحيحة الستخدام الزمن الماضي البسيط؟‬
‫‪‬‬ ‫‪.‬اذكر خمسة أنواع مختلفة من الضمائر في اللغة اإلنجليزية‬
‫‪:‬فهم ‪2.‬‬
‫‪‬‬ ‫في جملة؟ "‪ "many‬و "‪ "much‬ما هو الفرق بين‬
‫‪‬‬ ‫في جملة للتعبير عن الشرط؟ "‪ "unless‬كيف يمكن استخدام‬
‫‪:‬تطبيق ‪3.‬‬
‫‪‬‬ ‫‪.‬استخدم الضمائر بطريقة صحيحة في جملة توضح الملكية‬
‫‪‬‬ ‫‪.‬قم بإعادة صياغة الجملة باستخدام صيغة الجملة الشرطية‬
‫‪:‬تحليل ‪4.‬‬
‫‪‬‬ ‫كيف يؤثر تغيير ترتيب الكلمات في الجملة على المعنى؟‬
‫‪‬‬ ‫‪.‬قارن بين الجملتين واشرح االختالف في استخدام الضمائر‬
‫‪:‬تركيب ‪5.‬‬
‫‪‬‬ ‫‪.‬اكتب فقرة تحتوي على خمس جمل تستخدم فيها قواعد اللغة بشكل صحيح‬
‫‪‬‬ ‫‪.‬قم بتحليل جملة معقدة واستخرج الجمل الفرعية والجمل الرئيسية‬
‫‪:‬تقويم ‪6.‬‬
 ‫‪‬‬ ‫‪.‬قيم إعادة الكتابة للجملة وتحديد ما إذا كان التعديل صحيًح ا أم ال‬
‫‪‬‬ ‫‪.‬قيم استخدام الضمائر في الفقرة من حيث الوضوح والتنوع‬

‫بهذه الطريقة‪ ،‬يمكنك تضمين أسئلة تغطي مختلف مستويات هرم بلوم لتقييم وتعزيز فهم وتطبيق القواعد في اللغة‬
‫‪.‬اإلنجليزية‬

‫‪You‬‬
‫ما هي المعايير المقترحه باستخدام لتقويم اداء الطالب في حصة اللغة االنجليزية‪cheklist‬‬
‫‪ChatGPT‬‬
‫‪ChatGPT‬‬
‫تحتوي على بعض المعايير المقترحة لتقييم أداء الطالب في حصة اللغة اإلنجليزية‪ .‬يجب تخصيص ‪ checklist‬إليك‬
‫‪:‬هذه المعايير بناًء على أهداف الدرس ومحتواه‪ .‬يمكنك تضمين هذه المعايير في نموذج تقييمك‬

‫‪:‬الفهم ‪1.‬‬
‫‪‬‬ ‫‪.‬فهم الموضوع الرئيسي للدرس‬
‫‪.‬تمييز األفكار الرئيسية والتفاصيل الهامة ‪‬‬
‫‪.‬قدرة الطالب على تحليل المفاهيم والتفاعل معها ‪‬‬
‫‪2.‬‬ ‫‪:‬المشاركة‬
‫‪.‬المشاركة الفّع الة في الدرس واإلسهام في المناقشات ‪‬‬
‫‪.‬االستماع بانتباه إلى التعليمات والشرح ‪‬‬
‫‪.‬طرح األسئلة والمشاركة في حل المشكالت ‪‬‬
‫‪3.‬‬ ‫‪:‬اللغة الشفوية‬
‫‪.‬استخدام اللغة اإلنجليزية بوضوح وبنطق صحيح ‪‬‬
‫‪.‬تنوع في استخدام المفردات والتعبير بشكل دقيق ‪‬‬
‫‪.‬قدرة على االستجابة بفعالية لألسئلة باللغة اإلنجليزية ‪‬‬
‫‪4.‬‬ ‫‪:‬القراءة‬
‫‪.‬القدرة على قراءة النصوص بفهم ‪‬‬
‫‪.‬استخدام اإلستراتيجيات مثل التوقعات والتمثيل الذهني ‪‬‬
‫‪.‬التمييز بين المعاني الحرفية والمعاني المجازية ‪‬‬
‫‪5.‬‬ ‫‪:‬الكتابة‬
‫‪.‬قدرة الطالب على التعبير عن أفكاره بوضوح وبنية منطقية ‪‬‬
‫‪.‬استخدام قواعد اللغة اإلنجليزية بدقة في الكتابة ‪‬‬
‫‪.‬التفاعل مع التعليقات وتحسين المهارات الكتابية ‪‬‬
‫‪6.‬‬ ‫‪:‬التحليل والتفكير النقدي‬
‫‪.‬القدرة على تحليل المواقف واألحداث ‪‬‬
‫‪.‬التفكير النقدي وتقييم المعلومات ‪‬‬
‫‪.‬قدرة على إبداء الرأي ودعمه باألدلة ‪‬‬
‫‪7.‬‬ ‫‪:‬التنظيم وإدارة الوقت‬
‫‪.‬تنظيم المهام والوقت خالل الحصة ‪‬‬
‫‪.‬االلتزام بالمهام والواجبات المنزلية في الوقت المحدد ‪‬‬
‫‪.‬إكمال المهام بكفاءة دون ضغط زمني كبير ‪‬‬

‫‪.‬تأكد من أن هذه المعايير تعكس أهداف حصة اللغة اإلنجليزية وتساهم في تحقيق تقييم شامل ألداء الطالب‬
‫‪You‬‬
‫ممكن اكثر دقه‬
‫‪ChatGPT‬‬
‫‪ChatGPT‬‬
‫‪:‬بمزيد من التفصيل لتقييم أداء الطالب في حصة اللغة اإلنجليزية ‪ checklist‬بالطبع‪ ،‬إليك‬

‫‪:‬الفهم ‪1.‬‬
‫‪‬‬ ‫‪.‬فهم موضوع الدرس واألفكار الرئيسية‬
‫‪.‬تمييز التفاصيل الهامة والمعلومات الجوهرية ‪‬‬
‫‪.‬تحليل المفاهيم وتوظيفها في سياقات مختلفة ‪‬‬
‫‪2.‬‬ ‫‪:‬المشاركة‬
‫‪.‬المشاركة الفّع الة في المناقشات واألنشطة الجماعية ‪‬‬
‫‪.‬إظهار فهم عميق للموضوع من خالل المشاركة ‪‬‬
‫‪.‬االستجابة بفاعلية آلراء الزمالء والمعلم ‪‬‬
‫‪3.‬‬ ‫‪:‬اللغة الشفوية‬
‫‪.‬استخدام اللغة بنطق صحيح ووضوح ‪‬‬
‫‪.‬اتقان مفردات متنوعة وتعبير دقيق ‪‬‬
‫‪.‬تعبير فّع ال عن األفكار والمشاعر ‪‬‬
‫‪4.‬‬ ‫‪:‬القراءة‬
‫‪.‬قراءة النصوص بدقة وفهم المعاني ‪‬‬
‫‪.‬تطبيق استراتيجيات القراءة مثل اإلشارة إلى األفكار الرئيسية والمفردات الجديدة ‪‬‬
‫‪.‬استخدام المعلومات من النص في التحليل والمناقشة ‪‬‬
‫‪5.‬‬ ‫‪:‬الكتابة‬
‫‪.‬كتابة جمل وفًق ا لقواعد اللغة بشكل صحيح ‪‬‬
‫‪.‬تنظيم األفكار بشكل منطقي في النصوص الكتابية ‪‬‬
‫‪.‬تعبير فّع ال عن األفكار والتحليالت الشخصية ‪‬‬
‫‪6.‬‬ ‫‪:‬التحليل والتفكير النقدي‬
‫‪.‬التمييز بين األفكار الرئيسية والثانوية ‪‬‬
‫‪.‬القدرة على تحليل وتقييم المعلومات بشكل نقدي ‪‬‬
‫‪.‬االستنتاج وإظهار فهم عميق للموضوعات ‪‬‬
‫‪7.‬‬ ‫‪:‬التنظيم وإدارة الوقت‬
‫‪.‬تنظيم المهام بشكل فّع ال خالل الحصة ‪‬‬
‫‪.‬إدارة الوقت بين األنشطة والمهام بفعالية ‪‬‬
‫‪.‬إكمال المهام في الوقت المحدد بجودة عالية ‪‬‬

‫يمكنك تخصيص هذه المعايير وتكييفها وفًق ا الحتياجات درسك ومستوى الطالب‪ .‬تأكد من توفير توجيهات وتوضيحات‬
‫‪.‬للطالب حول كيفية تحقيق هذه المعايير في أدائهم‬

‫‪You‬‬
‫ممكن تزويدي بنموذج المونتيسيري لتقييم اداء الطلبة‬
‫‪ChatGPT‬‬
‫‪ChatGPT‬‬
 ‫نظام مونتيسوري يركز على الفهم الذاتي وتعزيز التطوير الشخصي للطالب‪ ،‬وال يعتمد على نموذج تقييم تقليدي‪ .‬ومع‬
‫‪:‬ذلك‪ ،‬يمكنك استخدام نموذج تقييم متنوع ومناسب ألهداف التعلم في نظام مونتيسوري‪ .‬إليك نموذج قد يكون مالئًم ا‬

‫‪:‬نموذج تقييم مونتيسوري ألداء الطالب‬

‫‪:‬اسم الطالب‬

‫‪:‬تاريخ التقييم‬

‫‪:‬الفهم والتطبيق ‪1.‬‬

‫‪‬‬ ‫‪.‬يظهر الطالب استيعاًب ا جيًد ا للمفاهيم المقدمة‬

‫‪‬‬ ‫‪.‬يستخدم المهارات المكتسبة بشكل فّع ال في المهام اليومية‬

‫‪:‬االستقاللية ‪2.‬‬

‫‪‬‬ ‫‪.‬يظهر الطالب استقاللية في إكمال المهام واألنشطة‬

‫‪‬‬ ‫‪.‬يبدع في االستفادة من الموارد المتاحة بشكل ذاتي‬

‫‪:‬التعاون والتفاعل االجتماعي ‪3.‬‬

‫‪‬‬ ‫‪.‬يشارك الطالب بفعالية في األنشطة الجماعية‬

‫‪‬‬ ‫‪.‬يظهر احتراًم ا واهتماًم ا تجاه زمالئه‬

‫‪:‬التطوير الشخصي ‪4.‬‬

‫‪‬‬ ‫‪.‬يعمل الطالب على تطوير مهاراته الشخصية بشكل دائم‬

‫‪‬‬ ‫‪.‬يظهر التحسن المستمر في مجاالت معينة‬

‫‪:‬الفعالية واالستمتاع بالتعلم ‪5.‬‬

‫‪‬‬ ‫‪.‬يظهر الطالب فعالية في مشاركته في األنشطة‬

‫‪‬‬ ‫‪.‬يبدي اهتماًم ا وسعادة في استكشاف المواد التعليمية‬
‫‪:‬توجيهات ومالحظات إضافية‬

‫يرجى مالحظة أن هذا النموذج يعكس طابع نظام مونتيسوري بالتركيز على تنمية الفهم الشخصي واالستقاللية‪ .‬تأكد من‬
‫‪.‬تحديد أهداف واضحة وقابلة للقياس لكل طالب بناًء على مراحل تطورهم الفردية‬

‫‪You‬‬
‫كيف ممكن تعديل النظام السابق لتقييم اداء الطالب في حصة اللغة االنجليزية‬
‫‪ChatGPT‬‬
‫‪ChatGPT‬‬
‫بناًء على السياق اللغوي واحتياجات الحصة‪ ،‬يمكنك تعديل النموذج ليناسب تقييم أداء الطالب في حصة اللغة اإلنجليزية‬
‫‪:‬بشكل أفضل‪ .‬إليك نموذج معّد ل يأخذ في اعتباره جوانب مختلفة لتعلم اللغة اإلنجليزية‬

‫‪:‬نموذج تقييم أداء الطالب في حصة اللغة اإلنجليزية‬

‫‪:‬اسم الطالب‬

‫‪:‬تاريخ التقييم‬

‫‪:‬مهارات االستماع والفهم ‪1.‬‬

‫‪‬‬ ‫‪.‬يستمع بانتباه ويفهم المحادثات والنصوص‬

‫‪‬‬ ‫‪.‬يستجيب بشكل فّع ال لألسئلة والتعليمات الشفوية‬
‫‪:‬مهارات الكالم والتحدث ‪2.‬‬

‫‪‬‬ ‫‪.‬يستخدم اللغة اإلنجليزية بنطق صحيح ووضوح‬

‫‪‬‬ ‫‪.‬يعبر عن أفكاره وآرائه بطريقة منظمة وفّع الة‬

‫‪:‬مهارات القراءة ‪3.‬‬

‫‪‬‬ ‫‪.‬يقرأ النصوص بدقة وفهم‬

‫‪‬‬ ‫‪.‬يستخدم استراتيجيات القراءة مثل التوقعات والتمثيل الذهني‬

‫‪:‬مهارات الكتابة ‪4.‬‬

‫‪‬‬ ‫‪.‬يكتب جماًل وفًق ا للقواعد اللغوية بدقة‬

‫‪‬‬ ‫‪.‬ينظم األفكار بشكل منطقي ويحسن المهارات الكتابية‬

‫‪:‬مشاركة الفصل ‪5.‬‬

‫‪‬‬ ‫‪.‬يشارك بفعالية في المناقشات واألنشطة الجماعية‬

‫‪‬‬ ‫‪.‬يساهم في تحفيز النقاش وتبادل المعلومات مع الزمالء‬

‫‪:‬التفاعل االجتماعي ‪6.‬‬

‫‪‬‬ ‫‪.‬يظهر احتراًم ا لزمالئه ويتفاعل إيجابًي ا معهم‬

‫‪‬‬ ‫‪.‬يعبر عن آرائه بطريقة محترمة ومتعاونة‬

‫‪:‬توجيهات ومالحظات إضافية‬

‫يرجى تكييف هذا النموذج حسب احتياجات حصة اللغة اإلنجليزية ومستوى الطالب‪ .‬يمكنك أيًض ا إضافة عناصر إضافية‬
‫‪.‬مثل مستوى التحصيل والتقدم الفردي لكل طالب‬
Student Performance Evaluation Checklist:

Student Name:

Date of Evaluation:

1. Academic Achievement:

 Demonstrates a strong understanding of the subject matter.

 Consistently achieves high grades in assessments and assignments.

2. Class Participation:

 Actively engages in class discussions and activities.

 Collaborates well with peers during group projects and discussions.

3. Homework and Assignments:

 Completes homework and assignments on time.

 Submits high-quality work that reflects understanding and effort.
4. Critical Thinking Skills:

 Analyzes information critically and draws meaningful conclusions.

 Applies problem-solving skills effectively in various contexts.

5. Communication Skills:

 Articulates thoughts and ideas clearly, both verbally and in writing.

 Expresses opinions and arguments with clarity and coherence.

6. Time Management:

 Manages time effectively to complete tasks and assignments.

 Prioritizes responsibilities and meets deadlines consistently.

7. Respect for Peers and Authority:

 Treats classmates and teachers with respect.

 Follows classroom rules and shows consideration for others.

8. Attendance and Punctuality:

 Regularly attends classes and arrives on time.

 Demonstrates a commitment to consistent attendance.

9. Initiative and Independence:

 Takes the initiative in learning and exploring beyond the required

curriculum.
 Works independently on projects and assignments.

10. Behavior and Attitude:

 Displays a positive attitude toward learning and challenges.

 Exhibits good behavior and contributes to a positive classroom
environment.

Additional Comments:
Feel free to customize this checklist based on specific criteria and expectations
relevant to the subject or context in which you are evaluating the student's
performance.

 Certainly! Bloom’s Taxonomy provides a framework for categorizing different

levels of learning. When applying it to a reading comprehension exam, consider
the following strategies:
1. Remember (Knowledge Level):
o Recall information from the passage.
o Identify specific details or facts.
o Define key terms.
o Example question stems:
 “What details can you find in the passage?”
 “What does the term ____ mean?”
 “List the main events described.”
2. Understand (Comprehension Level):
o Explain concepts or ideas.
 o Summarize the main points.
o Interpret the author’s intent.
o Example question stems:
 “What is the main idea of the passage?”
 “How would you summarize the author’s argument?”
 “What does the passage imply?”
3. Apply (Application Level):
o Use what you’ve learned in new situations.
o Apply concepts to solve problems.
o Relate the content to real-life scenarios.

o Example question stems:

 “How would you apply the information to ____?”
 “What approach would you use to ____?”
 “Could this situation have happened in ____?”
4. Analyze (Analysis Level):
o Break down the passage into components.
o Compare and contrast ideas.
o Identify cause and effect relationships.
o Example question stems:
 “What are the key elements in the passage?”
 “How do ____ and ____ differ?”
 “What led to the outcome described?”
5. Evaluate (Evaluation Level):
o Judge the quality or effectiveness of the passage.
o Assess the author’s arguments.
o Critique the evidence provided.
o Example question stems:
 “Do you agree with the author’s viewpoint?”
 “How well does the author support their claims?”
 “What strengths and weaknesses do you see?”
6. Create (Synthesis Level):
o Generate new ideas or solutions.
o Compose alternative arguments.
o Design a different ending or scenario.
o Example question stems:
 “How would you improve the passage?”
 “What other perspectives could be explored?”
 “Create an alternate ending for the story.”
Vocabulary bloom’s texomony

Certainly! Bloom’s Taxonomy provides a framework for categorizing different

levels of learning. When designing a vocabulary exam, you can apply Bloom’s
Taxonomy to create questions that assess various cognitive skills. Let’s explore
how to do this:
1. Remember (Knowledge Level):
o Ask questions that require students to recall vocabulary definitions,
facts, or specific terms.
o Example question stems:
 “What does the word ____ mean?”
 “Can you define ____?”
 “List three synonyms for ____.”
2. Understand (Comprehension Level):
o Assess students’ understanding of vocabulary in context.
o Example question stems:
 “How would you use the word ____ in a sentence?”
 “Explain the meaning of ____.”
 “What does the phrase ____ imply?”
3. Apply (Application Level):
o Encourage students to use vocabulary in new situations.
o Example question stems:
 “How would you make use of ____?”
 “How does ____ apply to ____?”
 “What approach would you use to ____?”
4. Analyze (Analysis Level):
o Have students analyze vocabulary relationships, patterns, or word
usage.
o Example question stems:
 “Compare and contrast the words ____ and ____.”
 “Identify the root word in ____.”
 “What linguistic features distinguish ____ from ____?”
5. Evaluate (Evaluation Level):
o Assess students’ ability to judge vocabulary choices or arguments.
o Example question stems:
  “Evaluate the effectiveness of using ____ in this context.”
 “Assess the impact of ____ on the overall tone.”
 “Is the word ____ appropriate here? Why or why not?”
6. Create (Synthesis Level):
o Encourage students to generate original sentences or examples
using vocabulary.
o Example question stems:
 “Construct a sentence using the word ____.”
 “Compose a short paragraph incorporating ____.”
 “Devise a scenario where ____ would be relevant.”

Remember to align your vocabulary exam questions with the desired learning
outcomes and consider the cognitive complexity at each level. By doing so,
you’ll create a well-rounded assessment that promotes deeper understanding
and application of vocabulary terms12.
Learn more
1thoughtco.com2toppr.com3blog.flocabulary.com4bridge.ed

Grammar

topped
Certainly! Applying Bloom’s Taxonomy to grammar exams can enhance the
depth and rigor of assessment. Let’s break it down:
1. Knowledge/Remembering:
o Start by acknowledging that students already possess some
knowledge of grammar, even if they might not be consciously aware
of it.
o In this stage, focus on recalling basic grammatical rules, terms, and
concepts. For example:
 Ask students to define parts of speech (nouns, verbs,
adjectives, etc.).
 Have them list common verb tenses or identify sentence types
(declarative, interrogative, etc.).
2. Understanding:
o Move beyond mere recall and encourage students
to understand grammar principles.
o Activities at this level might include:
 Explaining the purpose of specific grammar rules.
 Discussing how word order affects meaning.
 Translating sentences from one language to another.
3. Application:
 o Here’s where students begin to apply what they’ve learned.
o For grammar exams, consider tasks like:
 Editing sentences for grammatical errors.
 Applying punctuation rules correctly.
 Using specific grammatical structures in context.
4. Analysis:
o Encourage students to analyze sentences and language patterns.
o Examples of analysis tasks:
 Breaking down complex sentences into clauses.
 Identifying sentence fragments or run-on sentences.
5. Synthesis/Creating:
o This is the top tier of Bloom’s Taxonomy, where students engage in
higher-order thinking.
o For grammar exams, focus on:
 Differentiating between various grammatical parts (e.g., subject,
predicate, modifiers).
 Deconstructing sentences to identify subtypes of grammatical
elements.

Remember that Bloom’s Taxonomy

All 6 Levels Of Understanding (On Bloom’s Taxonomy)
By Chris Drew (PhD) / September 17, 2023 / Leave a Comment
According to Benjamin Bloom, there are 6 levels of understanding that we pass
through as our intellect grows. They are remembering, understanding, applying,
analyzing, evaluating, and creating. He laid these out in his famous Bloom’s
Taxonomy.

Bloom’s taxonomy is a hierarchical arrangement of six cognitive processing

abilities and educational objectives that range from simple to complex and
concrete to abstract.

The taxonomy starts with the proposition that learning exists on a continuum
that reflects degrees of understanding and learning.

Contents show
About Bloom’s Taxonomy
According to Bloom’s taxonomy, students must first learn basic facts of a
subject and gradually progress to more advanced levels of understanding that
eventually lead to being able to produce original knowledge.
In addition to identifying the cognitive abilities at each level of understanding,
the taxonomy also includes describing the affective and psychomotor
processes that are involved at each level.

Although the taxonomy is named after Benjamin Bloom in the book Taxonomy
of Educational Objectives (1956), the work was the result of a collaboration that
included coauthors Max Englehart, Edward Furst, Walter Hill, and David
Krathwohl. A revision was later produced in 2001.
6 Levels Of Understanding
1. Remembering
This is the most fundamental level of understanding that involves remembering
basic information regarding a subject matter. This means that students will be
able to define concepts, list facts, repeat key arguments, memorize details, or
repeat information.
This is the first step of developing a comprehensive understanding of a subject,
but it doesn’t not mean that the student has a very deep understanding.
Producing a critical analysis or counterarguments are beyond the student’s
ability at this level.

For example, a history teacher may assign a reading and give a lecture about a
significant historical event. The material includes information about the key
figures involved and outlining the chronological of events that took place.

For assessment, the exam asks students to answer questions about the dates
of certain events and the names of the people associated with those events. In
one section of the exam, students are presented with a blank timeline with some
dates indicated. They have to write the name of the event that took place at that
date and give the name of at least two people involved.

In another section of the exam, students answer multiple choice questions

about the role of key figures. Other questions describe an event and then
students must choose the name of the person associated with that moment.

At this level of understanding, students are expected to memorize information.

This is a form of rote memory.

Synonyms For Remembering

Reiterate Memorize Duplicate Repeat

Cite Identify Copy Define

Find Quote List Cram

Locate Rote learning Recall Duplicate

2. Understanding
Understanding means being able to explain. This can involve explaining the
meaning of a concept or an idea.
Students should be able to classify and categorize concepts based on
descriptive terms or identify key features. If presented with a theory, students
can describe the basic tenets and discuss the basic principles.

Although this level of understanding is more advanced, it is very descriptive.

Students cannot produce an independent critical analysis of a theory or identify
its strengths and weaknesses.
For example, in a psychology course, students might be asked to write a report
on attachment. The report might include describing the basic characteristics of
the different types of attachment and discussing in detail how attachments are
formed.

Students should also be able to describe specific research studies in broad

terms and explain the results well enough that another person could
understand. This involves the ability to paraphrase. Instead of just repeating
information straight for a source document, students should be able to describe
the study in their own words.

Another version of assessment could include responding to simple questions

about the subject matter. The response should come in the form of writing a
short answer consisting of several sentences that shows the student
understands the subject and is able to describe it from memory.

However, students will not be able to conduct a comparison of different

theories, or identify their similarities and differences. Although the student
clearly understands the theories, that level of understanding is not deep enough
for them to generate a critical analysis.

Synonyms For Understanding

Explain Paraphrase Report Describe

Summarize Elucidate Interpret Discuss

Exemplify Express Respond Reflect

Sum Up Recap Elaborate Infer

3. Applying
Applying refers to the ability to use information in situations other than the
situation in which it was learned. This represents a deeper level of
understanding.
The key development is the ability to “apply” information. Understanding can be
demonstrated by taking knowledge and using it in a variety of ways.

This can involve using knowledge of how to perform a specific mathematical

calculation to solve a problem or illustrate how a principle in physics can be
seen in everyday life.

Students can engage in problem-solving on their own and discover solutions

independently.
For example, if a physics teacher were to provide students information
regarding the weight of a rocket and the degree of force generated by the
engines, students could calculate how far the rocket would travel.

They could extend that understanding by performing the same calculations for a
rocket traveling under different conditions related to gravity, wind resistance,
and other factors.

Similarly, students should be able to illustrate specific concepts with

examples or demonstrate simple scientific principles with various objects. This
could involve showing how the weight of an object will affect its momentum or
alter the direction of another moving object.
The key development in the student’s cognitive processing is the ability to
apply descriptive information to a variety of situations.

Synonyms For Applying

Practice Do Illustrate Calculate

Operate Use Utilize Implement

Solve Show Demonstrate Produce

Enact Construct (Put Together) Act Out Implement
4. Analyzing
Conducting an analysis independently is the next level of understanding. This
includes the ability to draw logical conclusions based on given facts or make
connections between various constructs.
Students are now able to identify the strengths and weaknesses of a theory, as
well as compare and contrast different theoretical perspectives.

When studying literary works, students should be able to identify specific

passages or statements that reflect the author’s philosophical perspective.

They can also identify patterns and trends in data, construct charts and graphs
that organize information in a logical manner, and describe how and why data is
connected.

For example, students in a political science course may be asked to identify the
key ideals of democracy and socialism, highlight the differences and
similarities, and discuss the ramifications of each political system.

Similarly, in an art class, students should be able to look at two works of art and
make a variety of comparisons. This can include differentiating the genre of two
pieces, identifying the medium used, compare and contrast the techniques used
by the artist and the different effects those have on the viewer.

At this level of understanding, students are now able to manipulate information,

organize it in meaningful ways according to various criteria, and both
differentiate and connect various concepts.

Synonyms For Analyzing

Compare Contrast Categorize Organize

Find
Distinguish Correlate Deconstruct Patterns

Mind-Map Integrate Structure Question

Discriminate Connect Classify Inquire

See More Examples of Analysis Here
5. Evaluating
Evaluating means determining correctness. Here, students will be able to
identify the merits of an argument or point of view and weigh the relative
strengths of each point.
They can critique a decision or appraise the rationale given for a certain act.

This level of understanding represents a significant advancement of cognitive

processes. Now students are able to grapple with very abstract concepts.

This can be demonstrated by making arguments for or against a particular legal

ruling, conducting a critical analysis underlying a socio-political philosophy, or
discuss the various issues to consider in a moral dilemma.
For example, students in a law course may be asked to produce a legal brief
regarding a controversial ruling.

This requires presenting the key elements of a case and critiquing the legal
arguments presented by others. Ultimately, the student can produce a final
judgement of the ruling and justify their position with facts and other legal
precedents.

In another example, if presented with a debate topic, students should be able to

take a position on the issue and support their view with logical arguments. They
may cite facts or statistics that make their position stronger, while at the same
time being able to pinpoint the weaknesses of the opposing side and support
those criticisms with strong counterarguments.
The advancement here is the ability to critique, judge, and even criticize
abstract concepts such as a theory, philosophy, or legal perspective.
Synonyms For Evaluating
Find Strengths Find Weaknesses Judge Defend

Create
Prioritize Critique Pros and Cons Hierarchies

Assess Choose Conclude Debate

Thesis
Justify Argue Value Judgement Statement
6. Creating
 The final level of Bloom’s taxonomy is when students can create something
new. It is characterized by inventing, designing, and creating something that did
not exist previously.
At this last level of cognitive ability, the student becomes the master. Instead of
being a consumer of information, they are now producers.

This level requires the ability to use the features of all previous levels in a way
that will then lead to producing something completely new.

For example, an individual may be able to author an original literary piece such
as a novel or screenplay. Or, a person may invent a completely new way to
analyze data by creating a new formula. Other examples include formulating a
new theoretical perspective or inventing an original piece of machinery.

A less dramatic example would be in the case that a manager designs a detailed
schedule to manage a project. The schedule will include assigning work teams
based on abilities, allocating resources, anticipating problems, and developing
contingencies.

This is the highest form of understanding that goes far beyond fundamental
understanding and into the realm of creation.

Synonyms For Creating

Construct
Invent Develop (something new) Design

Compose Generate Innovate Formulate

Pioneer Conceive Theorize Originate

Build (something Propose (something

new) Hypothesize Push boundaries new)
Conclusion
Bloom’s taxonomy of understanding gives educators a framework that is helpful
in understanding the progression of student abilities and a way to organize
assessment. Sometimes, we might also refer to it as the levels of knowledge.
Teachers at different grade levels should develop lessons and assessment
strategies that correspond to their students’ level of abilities.
As students move up the educational ladder from K1 to secondary school, and
then further to university study and doctoral training, their cognitive abilities
and observable learning behaviors continuously evolve. They become capable
of handling increasingly challenging educational tasks, starting from simply
being able to list facts, to a level of development that can lead to the invention
of a new piece of machinery or the creation of a literary work.
The taxonomy has been well-received in the education world and is still in use
today by educators worldwide. Bloom’s original book has been translated into
at least 20 languages. However, today, an alternative taxonomy called the SOLO
taxonomy is increasingly used because it’s believed to present more
measurable outcomes for teachers.
 Bloom’s Taxonomy Action Verbs

Level Verbs What it checks Task example

This level shows

Define, describe, who has learned
name, identify, new information
select, match, and who hasn’t. It Choose what
Knowledge choose the also helps find ADDIE stands
correct answer, weak points in the for.
list, provide a course – where
definition, repeat information and
details are missing.

This level helps

check whether the
Explain,
learner has simply
compare, Find the
learned the material
generalize, find, processes
by heart or if they
paraphrase, give that refer to
Comprehension truly understood
an example, the Analysis
the topic. It also
describe, phase of the
shows if your
estimate, infer, ADDIE model.
course lacks
rewrite
explanations and
details.

Apply, decide,
This level checks if
calculate, use, Make up an
the learner can
modify, example of a
apply new
The action verbs from Bloom’s taxonomy will help you write test questions
correctly. Download the chart →

The 6 Levels of Bloom’s Taxonomy and How to Apply Them in Quiz Creation

To check learners’ knowledge effectively, Bloom suggests creating six types of

questions. Each type corresponds to a specific taxonomy level. For example,
you can first check how well the person learned the material, then find out what
they understood, learn what knowledge they can apply, and so on.

If the learner answers the first type of questions correctly, they get access to
the questions of the next level. If the learner makes a mistake, they have to
revise the material and take the test again.

Example. When answering the first group of questions, James gave 4 correct
answers out of 10. The main objective of these questions was to check how
well he had learned the material from the course. Because Jack failed more
than half of the questions, there’s no use testing him further and checking his
practical skills. It will be best if the test automatically sends him to the
beginning of the course for retraining or provides additional information on
problematic issues.

Quick tip. You can set up branching for your courses and quizzes with
the iSpring Suite authoring toolkit. If the learner answers incorrectly, they can
be automatically redirected to the theory block.
Read this article on branching scenarios to learn how you can easily create
nonlinear courses and tests with iSpring.
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Bloom's Taxonomy: The 6 levels and how to

apply it with examples
02-02-2024 / by Khalid Samir
Have you ever heard of Bloom's Taxonomy? If you are interested in educational circles, it is
indispensable for you to acquire a fair share of knowledge regarding Bloom’s taxonomy, as it is a
powerful guide for teachers from all over the world, and upon it educational goals are based. This
classification, which works to organize cognitive skills, has resulted in empowering teachers. To
enhance learning experiences and develop critical thinking among students.
In this article, we aim to clarify what is meant by Bloom’s pyramid, explore the educational objectives
according to Bloom’s classification, and detail the six levels of the cognitive field in Bloom’s pyramid
before reviewing the affective field and the psychomotor field in Bloom’s classification. Then we will
explain how to apply Bloom's pyramid in the classroom, give examples of Bloom's classification of
educational objectives, highlight classroom questions according to Bloom's pyramid, and conclude
the article by clarifying the difference between the old and new Bloom's pyramid.

content list
?What is Bloom's Taxonomy 
?What are the educational objectives according to Bloom's Hierarchy 
The six levels of the cognitive domain in Bloom's pyramid 
The affective domain in Bloom's taxonomy 
The psychomotor domain of Bloom's classification 
?How do we apply Bloom's pyramid in the classroom 
Examples of Bloom's taxonomy of educational objectives 
?What are the classroom questions according to Bloom's pyramid 
?What is the difference between the old and new Bloom Pyramid 
Zamen: Your ideal choice for designing a rich learning experience according to the best standards 
and latest specifications

What is Bloom's Taxonomy?

The concept of Bloom's Taxonomy refers to an educational framework established by Benjamin
Bloom in the 1950s. It was initially developed to classify educational objectives and then developed
into a widely adopted framework for understanding cognitive processes.

Over the years, Bloom's taxonomy has undergone revisions, most notably Anderson and Krathwohl's
revision in 2001. This revised version expanded the cognitive scope of the taxonomy and included
the dimensions of knowledge, cognitive processes, and levels of cognitive processes, making
Bloom's taxonomy a more diverse, richer, and more accurate tool in the hands of teachers.

The primary purpose of Bloom's Taxonomy is to classify cognitive skills hierarchically, providing
teachers with a guide to help them develop learning objectives. Its importance lies in promoting
critical thinking, problem solving, and creating a deeper understanding of the subject. Bloom's
taxonomy serves as a common way for teachers to discuss learning goals and objectives, facilitating
collaboration and coordination of efforts across subjects and grade levels.

Bloom's pyramid model remains the most famous and popular model in the educational arena, and
this is logical given its simplicity and feasibility in explaining educational objectives and their
application, and its effectiveness and compatibility with teaching and training methods and
educational outcome measures.

What are the educational objectives according to Bloom's

Hierarchy?
The role of the teacher during the educational learning process is not limited to providing learners
with experiences, information, and knowledge of a mental nature only, but it goes beyond that to
developing their emotional and value aspects through developing their emotional and social
behaviors, in addition to developing motor skills and abilities.

Under the umbrella of the educational experience are three basic learning outcomes:

 Cognitive output: It is the result of experiences, information, and cognitive abilities that the
learner acquires after undergoing the educational experience.
 Behavioral outcome: It represents the development of the learner’s feelings, values,
inclinations, and trends, or the outcome of emotional and social experiences.
 Motor output: It represents the motor skills and abilities that the individual develops after going
through the educational experience.
Many psychologists and specialists in psychological and educational assessment, such as Bloom,
Gagné, Krathwohl, and others, have worked over the past century to establish scientific foundations
and principles for classifying behavioral objectives according to the types of behavioral outcomes
that are intended to be achieved by learners in different aspects of the educational experience.

Therefore, Bloom's classification of behavioral goals falls on three axes or three independent
domains: the cognitive domain, the behavioral domain, and the psychomotor domain. Each area
addresses a different aspect of the learning process, ensuring a comprehensive and comprehensive
learning experience. The purpose of categorizing objectives into domains is to help teachers identify
appropriate circumstances and conditions for various educational outcomes.

The six levels of the cognitive domain in Bloom's pyramid

Here we highlight the six levels of the cognitive domain in Bloom's pyramid. Bloom's taxonomy of the
cognitive domain divides educational objectives into six levels, ranging from the simplest level of
cognitive complexity, “recall,” through the “analysis” level in Bloom’s taxonomy, all the way to the
highest level, which is “innovation.” Accordingly, Bloom’s taxonomy includes six cognitive domains. :
recall, understanding, application, analysis, evaluation and innovation. These areas represent a
continuum from basic recall of information to advanced cognitive skills. Teachers can use Bloom's
Taxonomy of Pedagogical Objectives to prepare lesson plans and assessments that target specific
levels of cognitive learning expected of the learner.

1. Recall

At the base of Bloom's taxonomy lies the “recall” level, where learners focus on remembering facts,
concepts, or information without necessarily understanding or applying them, and simple basic tasks
such as memorization fall into this category. The importance of this level is that it serves as a starting
point for more complex cognitive processes, so this level can be considered the pillar of the
educational model. For example, this level is manifested in activities of remembering dates,
memorizing vocabulary, or remembering mathematical formulas.

2. Understanding

Moving beyond mere recall, we find the level of “understanding,” which includes absorbing the
meaning of information. Learners demonstrate understanding by explaining concepts in their own
words and style, summarizing information, or interpreting data. This level lays the foundation for
complex thinking skills and paves the way for more advanced cognitive processes. Participating in
group discussions, concept mapping, and asking open-ended questions are important strategies for
enhancing understanding.

3. Application

The “Application” level prompts learners to use the knowledge gained in practical situations. This
includes transferring understanding to new contexts, solving problems, and implementing learned
concepts in real-world scenarios. It is recommended that teachers at this level design activities that
motivate students to apply theoretical knowledge, thus promoting a deeper connection between
learning and practical application. For example: This level appears when students use mathematical
formulas to solve problems, or apply language skills to write essays.

4. Analysis

Bloom's taxonomy then proceeds to the level of “analysis,” where learners focus on breaking down
and breaking down information and examining the relationships and connections between them. The
level of analysis in Bloom's taxonomy involves identifying patterns, distinguishing between elements,
and understanding the organizational structure of information. The analytical skills developed at this
stage contribute significantly to enhancing the student's ability to think critically. For example, in
science the level of analysis emerges in the dissection of experimental data; In literature, the level of
analysis appears in deconstructing topics and carefully examining character motivations.
Philosophical questions, data analysis activities, and critical reading activities are effective methods
for enhancing analytical skills.

5. Evaluation

We then reach the “evaluation” level, where learners focus on evaluating the importance of
information, ideas or arguments, and requires a deeper level of critical thinking. This involves making
informed judgments based on specific criteria, considering multiple perspectives, and discerning the
strengths and weaknesses of different viewpoints. The ability to evaluate is a critical skill in
developing independent and critical thinkers. Students engage in evaluative thinking when
evaluating the validity of arguments, critiquing research methodologies, or evaluating the credibility
of sources. Among the most prominent methods that promote the development of assessment skills
among students are discussions, peer reviews, and case analyses.

6. Innovation

At the top of Bloom's taxonomy is the “innovation” level, where learners demonstrate their ability to
combine information, ideas, or concepts to produce something completely new. This may include
finding creative solutions, designing innovative projects, or formulating new hypotheses. The
creation level emphasizes innovation and encourages learners to become contributors of knowledge
rather than passive recipients. This level requires a sense of innovation and originality. The level of
innovation is demonstrated in composing innovative music, developing a scientific experiment, or
crafting a unique piece of writing.

The affective domain in Bloom's taxonomy

The affective domain in Bloom's taxonomy is also known as the affective domain, as the affective
domain deals with the emotional aspects of the learning experience. It focuses on developing values,
beliefs, convictions, and mental orientations, and improving students’ psychological skills to be
normal people capable of empathizing and cooperating effectively. The emotional field is divided into
five levels: receiving, responding, giving appreciation, organizing, and absorbing values.

1. Receiving

At the base of the affective domain lies the “receptive” level, where students become aware of
information and show a willingness to receive it. This level sets the basis for emotional involvement
in the learning process.

2. Response

The “response” level involves active participation in the learning experience, in which students
express interest, react to stimuli, and contribute to discussions, which enhances the feeling of
participation and engagement in the learning experience.

3. Give appreciation

The “Appreciate” level focuses on instilling and developing values and convictions, in which students
learn to set priorities, appreciate different points of view, and foster openness and a sense of
responsibility.

4. Organization

The “organization” level requires students to integrate newly acquired values into their existing belief
system, creating a coherent framework that guides their behavior and defines the principles on which
they will base their decision-making process.
5. Internalization of values

The highest level and head of the emotional field is “absorption of values,” and assimilation of values
means absorbing them to the extent that they become an integral part of the individual’s identity.
This level represents the pinnacle of emotional intelligence.

The psychomotor domain of Bloom's classification

The psychomotor domain of Bloom's taxonomy is also known as the skills domain and the
psychomotor domain. It is related to the development of mental skills and the physical aspect of
learners or trainees. It focuses on developing manual and physical skills, and providing a framework
for teachers to guide students in gaining proficiency in activities that involve physical movement. It is
divided into six progressive levels: observation, preparation, imitation, practice, mastery, and
innovation.

1. Observation

At the base of the psychomotor domain is the “observation” level, at which students become aware
of stimuli and develop sensory awareness related to physical activities. This level is crucial for
building the foundation for further skill development.

2. Prepare

The “readiness” level involves preparing oneself physically and mentally for a particular skill or
activity. Students at this level demonstrate a willingness to engage in physical tasks.

3. Imitation

The “Imitation” level focuses on learning through imitation, imitation, and practice, in which students
follow instructions and demonstrate basic skills under the supervision of the teacher.

4. Practice

This level focuses on developing precise and coordinated movements. At this level, students work
hard to hone their skills leading to a higher level of proficiency in physical activities.

5. Perfection

This level involves mastering complex physical skills, and students can perform complex movements
with ease and accuracy, demonstrating a high level of proficiency.

6. Innovation

This level is the pinnacle of the psychomotor field, and includes the ability to invent new movements
or solutions to physical challenges. Students at these levels demonstrate creativity and creativity in
applying their physical skills.
How do we apply Bloom's pyramid in the classroom?
Applying Bloom's Taxonomy in the classroom can improve learning outcomes and enhance
productivity. Using Bloom's Pyramid not only facilitates effective learning, but also enhances lifelong
learning skills. By designing specific teaching methods for each level, teachers can enable students
to make progress along the path from basic knowledge to advanced critical thinking and innovation.
Teachers can apply the levels stipulated in the classification through various means, some of which
we suggest are as follows:

 Recall: Methods such as flashcards, quizzes, mind maps, and repetition can be used to
solidify information in the mind.
 Understanding: Strategies at this level include group discussions, real-world examples, and
effective questioning techniques.
 Application: Practical activities such as case studies, practical experiments, and role plays
can be used to apply theoretical knowledge in practical situations.
 Analysis: Comparative analysis, discussion sessions, and data interpretation can be used to
enhance critical thinking skills by analyzing information.
 Evaluation: Critical reviews, peer evaluation, and scenario-based assessments encourage
students to evaluate the value of information and develop judgment skills.
 Innovation: Using methods such as project-based learning, open-ended assignments, and
collaborative projects can foster innovation by challenging students to synthesize information
and generate new ideas.
Examples of Bloom's taxonomy of educational objectives
To make the picture clearer, we will give below some examples of applying Bloom’s taxonomy of
educational objectives in teaching different educational subjects:

1. Bloom's taxonomy in mathematics

 Remember Mathematical Concepts: Use flashcards and exercises to remember mathematical

formulas and basic concepts.
 Understanding Mathematical Principles: Participate in discussions to understand the basic
principles of mathematical theories and concepts.
  Applying mathematics skills: Solve real-world problems that require the application of
mathematical skills.
 Mathematical problem analysis: Breaking down complex mathematical problems to identify
patterns and relationships.
 Evaluating mathematical solutions: Critically evaluating the feasibility of different approaches
to solving mathematical problems.
 Creative Problem Solving in Mathematics: Incorporating open-ended mathematics projects
that require students to apply their mathematical knowledge creatively.
2. Bloom's Taxonomy in Language Arts

 Remembering Literary Elements: Memorizing literary terms and notable literary works.
 Understanding text analysis: Participate in discussions to understand the themes, characters,
and literary techniques used in texts.
 Apply writing techniques: Use learned writing techniques to compose essays, innovative
pieces, and analytical responses.
 Analysis of Literary Works: Examining and deconstructing literary works to analyze character
motivations, themes, and narrative structures.
 Evaluating viewpoints in literature: evaluating and critiquing different interpretations of literary
works.
 Inspiring Creative Writing: Encouraging students to create stories, poems, and essays from
their own minds.
3

 .
What are the classroom questions according to Bloom's
pyramid?
Bloom's classification of classroom questions is naturally divided into levels of the cognitive domain,
as we mentioned earlier. We find knowledge questions, comprehension questions, application
questions, analysis questions, and evaluation questions, and we will discuss each of them as
follows:

1. Recall

Study questions target facts, definitions, clarify values, identify skills, or aim to combine more than
one field.

Such as: (define, explain, name, mention..).

2. Understanding

This level involves questions that require the student to demonstrate an understanding of the
organization of the material and its arrangement in his mind. Here, the student must go beyond
recalling information and demonstrate a real understanding of the content, so that he is able to re-
express it.

Such as: (compare, explain, rephrase, explain...).

3. Application

These questions relate to information that is explanatory or related to problem solving. They also
relate to ideas and skills as wholes rather than just parts. They are concerned with training the
student to independently use information and skills in solving problems.

Such as: (clear, explain, install..).

4. Analysis

Analysis questions are higher-order questions that require students to think deeply, show evidence,
reach conclusions, and explain the motives or reasons for a certain thing to happen. Also, this type
of question requires the learner to analyze the information available to him with the intention of
arriving at a result, conclusion, or conclusion. Generalizing and using it to find evidence or proof.

Such as: (analyze, conclude, distinguish, trace...).

5. Evaluation

Evaluation is a complex higher-order mental process, and this type of question requires students to
make a judgment and choose the best idea, solve a problem, or produce a new perspective.

Such as: (What do you think, explain, justify..).

Modern Bloom's Hierarchy: Modified Bloom's Taxonomy

As for Bloom's modern classification, the features of which took shape in the twenty-first century, it
reshapes the traditional pyramid into a more dynamic and interconnected model, and this revised
version involves a shift from the hierarchical structure to a more flexible structure in cognitive
processes.

One notable change in Bloom's pyramid was the verbs in the classification, using verbs instead of
nouns. The new categories became: remember, understand, apply, analyze, evaluate, and create.

In the old pyramid, the highest skill was evaluation, while in the new pyramid, the innovation skill was
added as the highest level in the classification. This gives an indication that innovation is the most
complex cognitive skill and the highest form of learning.

The modern pyramid seeks to integrate innovation and critical thinking, and the modern Bloom's
Taxonomy places a stronger emphasis on higher-order thinking skills, including innovation, critical
thinking, and problem solving. It guides teachers to design activities and assessments that
encourage students to apply theoretical knowledge in practical scenarios.