Psychology Bloom’s Taxonomy.

Psychology Bloom’s Taxonomy.
Order Description
For this 2-part assessment, you will develop a 4–6-page response to a series of questions that ask you to evaluate Bloom’s taxonomy and its potential applications and apply critical thinking to evaluate an article related to your research question.
Bloom’s taxonomy is a model developed by educational psychologists to help categorize learning. It is an excellent framework to assess your critical thinking skills and improve the cognitive complexity of your thinking to meet challenges within the field of psychology. In the first part of your assessment, you will assess Bloom’s taxonomy and other strategies for incorporating critical thinking in your role as a psychology practitioner-scholar. In the second part of your assessment, you will add critical thinking tools to your repertoire to further critique research and its relevancy to your research questions and practice. This builds on your work from Assessment 1, in which you began locating and evaluating high-quality research to support your practice in the field of psychology.
Critical thinking skills are often called higher-order cognitive skills to distinguish them from lower-order skills such as simple recall. Bloom’s taxonomy (1956) is a model created by educational psychologists to categorize different outcomes of learning. Within the cognitive, or thinking, domain, there are three levels of understanding that make up the lower order skills—knowledge, comprehension, and application, and three levels in the higher order skills—analysis, synthesis, and evaluation. This model provides an excellent framework to analyze your current skills and develop your capacity for critical thinking in the field of psychology.
Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York, NY: David McKay.

Halpern, D. F. (2007). The nature and nurture of critical thinking. In R. J. Sternberg, H. L. Roediger, & D. F. Halpern (Eds.), Critical thinking in psychology (pp. 1–14). New York, NY: Cambridge University Press.

Resource links for assessment

To prepare for this assessment, review the following iGuide resources and Capella media piece linked in the Resources (under the Required Resources heading). In addition, you may find it useful to review the other materials provided in the Resources.
· Analytic Stage of Thinking.
o Spend some time reviewing Paul and Elder’s Elements of Thought questions on this iGuide page, and think about how you might apply them to your own thinking, your peers’ writing, and scholarly articles.
· Bloom’s Taxonomy.
This assessment includes two parts. Compile both parts into one document for submission. Follow the instructions provided for each part.
Part 1: Bloom’s Taxonomy and Critical Thinking
For this part of the assessment, use the Bloom’s Taxonomy media piece and other research to address the following questions:
· What do you see as the strengths and weaknesses of Bloom’s taxonomy?
· How could you use this model as a practitioner-scholar in the field of psychology?
· How could you use this model to strengthen your practice as a graduate learner in psychology?
· Are there other critical thinking strategies or skills that are relevant to you as a professional and learner in your particular specialization?
Part 2: Critical Thinking in Research
Using the Elements of Thought on the Analytic Stages of Thinking iGuide page you explored, respond to the following questions as they apply to an article you located to support the research question you formulated in Assessment 1:
· From what point of view is the author writing?
· What is the main concept the author is attempting to express?
· How are the author’s claims supported by data and evidence?
· How is the article relevant to your research question and the field of psychology?
· What might occur if you implement the ideas in the article in your psychology practice?
· How could you integrate the use of Bloom’s in this analysis to further critique your psychology research?
Resource from assessment 1
Marchand, A., Nadeau, C., Beaulieu-Prévost, D., Boyer, R., & Martin, M. (2015). Predictors of posttraumatic stress disorder among police officers: A prospective studyPsychological Trauma: Theory, Research, Practice, and Policy, 7, 212-221. doi:10.1037/a0038780
Additional Requirements
Compile Parts 1 and 2 into one document to submit for this assessment. Adhere to the following requirements:
· Length: Your assessment should be 4–6 typed and double-spaced pages in Times New Roman, 12-point font. (The length excludes the title page and reference list.)
· References: Your references may include both scholarly literature and practitioner sources.
· Written communication: Communication must be free of errors, scholarly, professional, and consistent with expectations for members of the profession of psychology.
· Writing style: APA expectations for scholarly writing includes the use of third-person narrative, unless it is awkward to do so. Because you are talking about yourself in this paper, you may write in the first person.
· APA formatting: Your assessment must be formatted according to APA (6th edition) style and formatting and include a title page and reference list.