 Welcome to the first class of MA third semester, congratulations to all the girls who have passed MA second semester with good marks and motivating words for them who couldn't secure good marks. In MA third semester, I am going to take the second paper that is edu602 that is educational measurement and evaluation. In that paper, first unit blooms taxonomy is blooms taxonomy comes into the first unit of the first unit of that paper. So, we are starting today with blooms taxonomy. It is a very important topic. The question will be asked to you in the university exam and any competitive examination will be given to you. That also comes from blooms taxonomy. So, this is a very interesting topic, that is why I am starting with this so that you get interested in this subject. So, look at the blooms taxonomy. What is blooms taxonomy? It is a classification system used to define and distinguish different levels of human cognition. That is, blooms are a current system that transforms and distributes and teaches us how to understand and understand the three levels of human cognition, that is, to think, learn and understand. So, these three levels of human cognition also change us and we can understand the difference between the three levels of human cognition through blooms taxonomy. Educators have typically used blooms taxonomy to inform and guide the development of assessments, curriculum and instructional methods. So, what is the original taxonomy? i.e. what kind of instruction should be given to you, how to ask such questions? After this, we have to see what was the original taxonomy. As we talk about the original taxonomy, we understand that it is not in its original form. That is why we are talking about the Maulik Vargi. After that, we will talk about how it has come in its original form. So Bloom's taxonomy was originally published in 1956 by a team of cognitive psychologists at the University of Chicago. That is, the cognitive psychologist working in the department of Chicago, published Bloom's Vargi in 1956. It is named after the committee's chairman, Benjamin Bloom. That is, the chairman of the committee, Benjamin Bloom. His name was Bloom's taxonomy. The original taxonomy was organized into three domains, cognitive, effective and psychomotor. That is, in the original form, three domains were talked about. Cognitive means cognitive, effective means emotional and psychomotor means mental. So there is a difference in everything. Cognitive means that the cognition of the human being, that is, in the human being's consciousness, the consciousness means that it is in its brain. That is, how we think, how we understand, how we learn, it all comes into some kind of cognitive. How are we acting? What is the emotion in our mind? What is the emotion? What is the emotion? It all comes into some kind of emotional and emotional. What are we doing? What is the motor activity involved in us? It all comes into psychomotor. Apart from this, educators have primarily focused on the cognitive model, which includes six different classification levels. That is, when this Vargi was given in the beginning, the teachers and students who were working on it, they have emphasized most of the cognitive model, whereas it has not been as effective as psychomotor. So, when they were working on the cognitive model, they told us that we can divide it into six levels. We can divide it into six levels. What are the six levels? Knowledge, comprehension, application, analysis, synthesis, and evaluation. This is a small, large, or at least large, or at least a low level. Knowledge is the lowest level. What is the lowest level? Evaluation. According to the case, these are the taxonomies of the room. In other words, if a subject, after reading a topic, becomes aware of it, then it is still the lowest level of the session. After that, there is a burden of that subject, of that nature, of that topic, after that, we reach its use. Then, we learn to visualize it, and then we visualize it, and later, we can visualize it and tell it whether it is good or bad. Now, it is worth knowing that the book was originally published for the first time, Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook 1 Cognitive Domain. One more thing that you should remember, is that the hierarchical nature, i.e. the evolution of knowledge, increases by one crumb, they divide it into six levels. They say that the three below, i.e. knowledge, comprehension, application, that is the lower level of thinking, and the application analysis synthesis, sorry, analysis synthesis and evaluation, that is the highest level. i.e. we can understand a topic, we can understand it, and we can use it, even then, we are at the lowest level. We go to the highest level, when we can visualize it, and then visualize it, and then visualize it. What is visualization? It means to break the topic into small pieces. This is visualization, it means to combine those small pieces, to create a seventh-grade thing. It is not a seventh-grade nature, it is just somehow combined. Now, what we are going to pay special attention to, is the revised taxonomy. One more thing, that the bloom taxonomy came in the beginning, initially, received a little fanfare, i.e. people didn't pay much attention to it in the beginning, but gradually it became popular, and now all over the world, the students of education, it is read on the UGPG level, it is read and taught, it has become a very popular term now. Now, let's talk about the revised taxonomy, in 2001, another team of scholars, i.e. more students met, who were there, there was Lauren Anderson, who was the disciple of the bloom taxonomy, and the other, David Rathall, they were in their support, and they also worked on that team, who had worked in the first year, and they also worked in the second year. In 2001, they changed the revised taxonomy, i.e. they changed it, and now, the name of the version is called a taxonomy for learning, teaching, and assessing, i.e. the way it will help us to learn, teach, and learn, a revision of the bloom taxonomy of educational objectives. The revised bloom taxonomy, as it is commonly called, was intentionally designed to be more useful to educators, and to reflect the common ways in which it had come to be used in schools, i.e. it has been revised in this form, that it can be more fruitful for educators. Okay. What they have done, they have said that in the revised version, three categories were renamed, and all the categories were expressed as verbs, rather than nouns. i.e. they have renamed three categories, i.e. they have changed the noun into verbs. Now, they are calling knowledge as remembering in the revised version, they are calling comprehension as understanding, and they are calling synthesis as creating. That's all they have done. They are calling the application as applying, analyzing, and synthesizing synthesis. There is no other difference. Now, if you look at the pyramid, you will understand that the original taxonomy has the highest level of its evaluation, but the revised taxonomy has the lowest evaluation, and they have given the synthesis, creation, and creating the top most position. Look at the picture of Benjamin Blum, you can recognize it. He is the Blum, who has done such a thing, and is still working on it. Okay. One minute. Now, I have done the effective and psychomotor domain. Take care of this. What is cognitive? It is a knowledge-based domain. You have to learn to read it. What is effective? It is an attitudinal-based, emotional-based and psychomotor-based or causal-based. There are six levels in cognitive, knowledge comprehension, application, analysis, synthesis, evaluation. There are five in effective. There are six in psychomotor, which is the work of the brain. Hmm. Okay. I want to show you this. Terminology changes. Hmm. Look at the old version, knowledge. What is the summary of knowledge? Remembering. The summary of comprehension. Understanding. Applying. Analysis. Analysis. You have to remember that the old version is called and the new version is called in 2001. Hmm. Okay. We are going to take care of the new terms in which they have explained the meaning of it. Remembering, understanding, applying, analyzing, evaluating, and creating. Remembering is that when we remember any concept, any concept, like the language of Sangia, the name of any person, we don't know anything about Sangia, we can only remember the definition of Sangia since childhood. Meaning that we can retrieve the data, recognize it, recognize it, and recall it. If you can remember it, then we are remembering at the level of cognition. And we also remember that from knowledge, from memory, if you have ever read it before, then you will be able to tell it. Then understanding means we go one step ahead, one step one step up, one step up. So what can we do, what level can we reach in understanding? When we are constructing meaning, we can design it, what is the meaning of the meaning of the meaning of the meaning of the meaning. Oral, we can talk or give a marked message, written, and graphic, We have reached the understanding step by step, meaning we can interpret, extract, classify, summarize, and write all of them. If we want to write something straight, we can extract inferring or nishkarsh, compare it with tulna, and explain it. So, we are on the second level of cognition, on the second level of understanding. Applying is very easy, if we can use the knowledge that is read, then we are on the applying level. Analyzing, as I have told you, means breaking in small pieces. It means breaking material into constituent parts. That is, whatever material is given to us, we have to break it into pieces. Determining how the parts relate to one another. We also have to keep in mind that the parts that we have broken, what are the relations between the two. Then evaluating means making judgments based on criteria. That is, if we can decide, then evaluating. And creating means putting elements together to form a coherent or functional hole. That is, the pieces that we have broken in analysis, we have to connect them in such a way that they become a functional hole. That is, we have to connect them in such a way that they can do something to the working soul. We don't just have to connect them up and down. One more thing I am going to tell you. Look at this. When we talk about Bloom's Taxonomy, we mostly look at the dimension of the cognitive process. We don't talk about the knowledge dimension. Sometimes it gets missed or sometimes it is not given in the books. And we just read the knowledge comprehension application and finish it. But we have to see that these are two axes. X axis and Y axis. That is, one that we are talking about in the direction of cognitive process dimension, which we have just done. And the other axis is also where we are talking about the dimension of knowledge. That is, look at it from both sides. Let me explain it to you. For example, if we divide the knowledge dimension, then they have also given a hierarchy. They have taken it to a smaller and bigger level. How did they divide the knowledge? Factual knowledge. That is, when we know the fact, then it is on factual knowledge. It has reached on conceptual knowledge. That is, along with facts, we have come to know the concepts. So, we are at the level of conceptual knowledge. Then, if we understand the process along with the concept, then it is on procedural knowledge. And after procedural knowledge, we are at the height of the knowledge, which is called metacognitive knowledge. Metacognition means thinking. For example, if we say metathinking, then the meaning of metathinking is thinking about thinking. Similarly, metacognitive knowledge means thinking about cognition. So, let me explain it to you with the help of action work. If we know how much drugs are found in the area, then it is a little drug. So, if we know, if we give drugs, then we give them. Whether it is water, oil, milk, milk, mud, gold, stone, etc. And we should be told to list them. So, we know that there is a taral shield and gas is in the volume bundle. And the source of the gas is known by so many names. So, we will make it a list and make it a list even then. If we make the list successful, then we are at the minimum level of the cognitive process. And we are at the minimum level of knowledge in factual. Then, if we move ahead from factual to conceptual, then what can we do? We can do describe, we can do varanand, that this is the substance of drugs, this is the gas of toast. Then if we get more than one step ahead of that, we can tabulate it on procedural knowledge. We can do sarani, baddha, and we can use it appropriately in metacognitive. Similarly, if we go to a column, sorry, in a row, then in factual, we are at the knowledge dimension, if we are at factual knowledge, but in cognitive, we are at the remember, then what can we do? We can list out the things. Then, if we reach at the understanding level, then we can summarize it. If we reach at the apply level, then we can classify it. We can do vargikrit. There is factual knowledge, but if we are at the analysis here, then we can give order, that is, we will be able to train it. Evaluate, that is, we will be able to give its rank, that you are first, you are second, you are third. And if we reach at the create level, then we will be able to combine it and give it a coherent whole. Look, this is Dina Fisher. This is written, this is the model of Dina Fisher. I have not made this. Sorry. Sorry. Okay. Why use Bloom's taxonomy? How can Bloom's taxonomy be used? So, I have left some for you to read, which I have explained to you in the lecture. Look, remember, understand, apply is less. Okay. You can read as much as you want from here, conclusion. So, we will do a quick recap of what we have read so far. So, we have read that Bloom's taxonomy teaches us to differentiate between the three levels of human cognition, thinking, learning and understanding. After that, we have to know that the original taxonomy, which is Bloom and Rukesh Iyongi, was given in 1956. Then we have to know that they have divided it into three elements, cognitive, effective and psychomotor. Then we have to know that cognition or cognitive, if we divide it into six levels, knowledge comprehension, application analysis, synthesis, evaluation. Then we have to know that it has been revised in 2001. And it has been revised. Bloom's revised Bloom's taxonomy. Sorry. One minute. And who has given this? Lauren Endelson and David Rathall. What they have done is that they have made the name verb. And they have made only three changes. Knowledge, remembering, comprehension, understanding and synthesis, creating. And where in the old taxonomy, the revision, sorry, evaluation topmost, they have brought it down a step. And the synthesis, they have created it and sent it to the topmost position. Then I have told you that according to the dimension of the cognitive process, we have to work on it. So according to the process of knowledge, we have to work on it. And according to the dimension of knowledge, there are four types of knowledge. The four levels are factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge. And you already know about the cognitive process. So read as much as you can. Understand. And if you don't understand, ask again. Then we will move forward. Okay? So it is very important to remember you. Remember it well. Okay? Let's go.