Development of Mathematical Skill Assessment Instruments In Secondary School Based On Bloom’s Taxonomy

In this study, it was investigated whether it would be possible to observe abstraction processes of secondary school 7th graders using the Revised Bloom’s Taxonomy. For this purpose, eight students participated in the study. The study was conducted at a state secondary school in Turkey. Purposeful sampling method was used in the selection of students and different students were examined by their achievement levels. The research was modeled as a case study and the data were obtained through interviews. Therefore, the data were collected through an interview form developed by the researchers. The collected data were analyzed according to descriptive analysis method. The findings show that the abstraction process differs according to the dimensions of the taxonomy. Accordingly, it was determined that a student who abstracts information should behave at least at the application level in the cognitive level and at least at the conceptual knowledge level in the knowledge dimension. It was also considered that the Revised Bloom’s Taxonomy categorized the cognitive mechanisms required by abstraction processes thoroughly. Supporting this study with quantitative data is suggested so that the findings may become more significant. Keywords: mathematical abstraction, mathematics education, equations, Revised Bloom’s Taxonomy, APOS theory

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Research on the Assessment Criteria of Programming Education based on Bloom’s Taxonomy in the Elementary and Secondary School

Journal of the Korean Association of Information Education ◽

10.14352/jkaie.21.5.547 ◽

2017 ◽

Vol 21 (5) ◽

pp. 547-555

Author(s):

Soobum Shin ◽

Keyword(s):

Secondary School ◽

Bloom's Taxonomy ◽

Assessment Criteria ◽

Programming Education ◽

Bloom’S Taxonomy

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Tawâfuq Bunûd al-As’ilah li Mâdat al-Lughah al-‘Arabiyyah fi al-Imtiḥan al-Nihâ’I al-Waṭanî

alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban ◽

10.15642/alfazuna.v5i02.1239 ◽

2021 ◽

Vol 5 (02) ◽

pp. 155-169

Author(s):

Iis Makhisoh

Keyword(s):

National Level ◽

Reliability And Validity ◽

Bloom's Taxonomy ◽

Arabic Language ◽

Assessment Instruments ◽

Cognitive Level ◽

Final Exam ◽

Bloom’S Taxonomy ◽

Final Exams ◽

Measure Reliability

Purpose-assessments conducted at the national level require good quality in these assessment instruments. This research focuses on analyzing item of the arabic final exam questions with the standard indicators set by the ministry of religion for the 2021 madrasahs’ final exams (UM). Design/Methodology/Approach- the researcher used the quantitative approach and the quantitative non-experimental method. As for the basic data are the question items for the Arabic language and the standards set by the Ministry of Religion 2021. the next data is the student's answer items needed to measure reliability and validity. Analysis of the suitability of the questions using a percentage scale, added with Bloom's taxonomy; to measure reliability the anates program was used. Findings— the results are (1) the arabic language questions tested in jombang are in accordance with the UM standars with a validiity score 92%, (2) as bloom's taxonomy, the cognitive level shows that 42.5% are at level one, 3% at cognitive level two, and 27.5% at cognitive level three. (3) the anates program got reliability score of 0.83. Research Limitation - collecting much data is difficult because some schools use a randomization program, made the required data cannot be included in the anates.

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Ajattelun taidon tasot maantieteen ylioppilaskokeessa taloudellisen kestävän kehityksen koekysymyksissä ja vastauksissa

Ainedidaktiikka ◽

10.23988/ad.92201 ◽

2020 ◽

Vol 4 (3) ◽

Author(s):

Julia Leivo ◽

Olli Ruth ◽

Petteri Muukkonen

Keyword(s):

Sustainable Development ◽

Secondary School ◽

Bloom's Taxonomy ◽

Upper Secondary School ◽

Solo Taxonomy ◽

The Core ◽

Bloom’S Taxonomy ◽

Upper Secondary ◽

Matriculation Examination ◽

Economic Sustainable Development

Tutkimme artikkelissamme sitä, miten ajattelun taidon tasot ilmenevät maantieteen ylioppilaskokeen taloudellista kestävää kehitystä käsittelevissä kysymyksissä sekä esseevastauksissa. Kestävään kehitykseen liittyvät ylioppilaskoekysymykset ovat usein vaativia, koska ne ovat tietoa laajasti soveltavia ja niissä yhdistetään useiden maantieteen kurssien ja muiden oppi-aineiden sisältöjä. Luokittelimme kahden ylioppilaskoekysymyksen tehtävänannot ja niissä vaadittavat ajattelun taidon tasot Bloomin taksonomian mukaan ja vastaukset SOLO-taksonomian mukaan. Tehtävänannot edellyttivät pääasiassa ymmärtämistä, soveltamista, analysointia ja arvioimista. Keskimäärin vastausten ajattelun taidon tasot jäivät tehtävänantojen vaatimuksista noin puoliväliin. Harvat parhaista ylsivät vaaditulle tasolle vastauksissaan. Sisällönanalyysin perusteella opiskelijat hallitsivat hyvin reiluun kauppaan ja luonnonvarojen kestämättömään käyttöön liittyviä sisältöjä, mutta osasivat heikosti taloudellisen kestävän kehityksen perimmäisen ajatuksen. Vastauksista puuttui myös pohdintaa tulojen epätasaisesta jakautumisesta lähde- ja kohdemaan välillä. Tulosten perusteella suosittelemme lukion maantieteen opettajia keskittymään entistä enemmän sen varmistamiseen, että opiskelijat ymmärtävät teemojen syvemmän luonteen ja problematiikan. Vastaustekniikkaa, esseevastausten jäsentelyä ja syy-seuraussuhteiden perustelemista tulisi harjoitella entistä enemmän. Geography matriculation examination and levels of thinking skills in questions and answers on economic sustainability Abstract In this study, we have researched how the complexity in students’ understanding can be seen in the Finnish matriculation examination at the end of upper secondary school. We concentrated on exam questions related to economic sustainable development because it is the common subject in several disciplines taught in the Finnish upper secondary school. In addition, economic sustainable development as a study content demands complex understanding. We analyzed two matriculation examination questions according to Bloom’s taxonomy. Similarly, we analyzed the essay answers according to the SOLO taxonomy. Those questions required comprehension, application, analysis, and evaluation. On average, students’ essay answers reached the middle level. Only rarely students reached the highest levels of complexity in understanding. According to the content analysis, students knew well the contents of the fair trade and the unsustainable use of natural resources. However, they did not manage so well the core idea of the economic sustainable development. Moreover, students did not know so well the unequal distribution of incomes between the source and destination countries. We suggest that teachers in the upper secondary school should secure that students have adopted the core of the economic sustainable development. Teachers should also emphasize answering techniques, structuring essay answers, and reasoning causal relationships. These will enhance the complexity in understanding seen in the students’ essay answers. Keywords: Bloom’s taxonomy, upper secondary school, student assessment, SOLO taxonomy, economic sustainable development, matriculation examination

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Evaluation of Activities in Secondary School Level Turkish Workbooks According to Types of Memory and Revised Bloom’s Taxonomy

International Education Studies ◽

10.5539/ies.v12n4p185 ◽

2019 ◽

Vol 12 (4) ◽

pp. 185

Author(s):

Fidan Uğur

Keyword(s):

Secondary School ◽

Bloom's Taxonomy ◽

Thinking Skills ◽

School Level ◽

Academic Knowledge ◽

Grade Levels ◽

Revised Bloom's Taxonomy ◽

Bloom’S Taxonomy ◽

Secondary School Level ◽

Semantic Dimension

This study analyzes the activities in the Turkish student workbooks in the framework of secondary school level Turkish courses based on the literature of “memory, information processing process, memory-learning relationship and the Revised Bloom’s Taxonomy.” It seeks to determine which activities are associated with which type of information in the parts of the long-term memory (semantic memory and episodic memory), and to identify the steps in the Revised Bloom’s Taxonomy which these information are linked to. The study further presents the distribution of the activities in the books according to the Revised Bloom’s Taxonomy. Based on the results, the inspection of the distribution of the activities in the books in terms of semantic and episodic information reveals that there are more activities for the semantic dimension in all grade levels. Most of the activities in the semantic dimension, which includes academic knowledge and skills, are intended for the lower-order thinking skills; in the episodic dimension, the highest number of the activities are designed at the level of create whilst the lowest number of the activities are intended for the level of analyze and evaluate in all grade levels. The inspection of the distribution of all the activities in the books according to the Revised Bloom’s Taxonomy points to that there are less activities at the level of analyze, evaluate and create, which entail higher-order thinking skills, whilst there are more activities at the level of remember, understand and apply in all grade levels.

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Turkish Teachers’ Assessment Situations: A Study on Exam Papers

International Journal of Education and Literacy Studies ◽

10.7575/aiac.ijels.v.8n.2p.36 ◽

2020 ◽

Vol 8 (2) ◽

pp. 36

Author(s):

Ahmet Akçay ◽

Muhammed Tunagür ◽

Ahmet Karabulut

Keyword(s):

Secondary School ◽

Sampling Method ◽

Bloom's Taxonomy ◽

Thinking Skills ◽

Question Type ◽

Cognitive Level ◽

Analysis Model ◽

Bloom’S Taxonomy ◽

Convenience Sampling ◽

High Level

This study aims to examine Turkish exam papers of the students, who study in the secondary school of 5th, 6th, 7th and 8th classes. The exam papers have been examined from various aspects, including the number and type of questions, the language expression and distribution of the questions, the cognitive level (according to the Bloom’s taxonomy), the type of texts used, and the visuals use. The samples of the study were selected using convenience sampling method from 17 secondary schools located in the center of Ağrı Province in Turkey and the exam papers prepared by 36 Turkish teachers who worked at these schools. The tests which were examined included 2633 questions in 161 exam papers. We also developed “the Exam Paper Examination Form” for collecting more data which we analyzed and interpreted by using the document analysis model. According to the results obtained, it has been found that the teachers mostly prefer to use the multiple-choice question type in the Turkish exam papers; the questions are mostly related to grammar and reading; the teachers do not prefer to ask questions on speaking and listening; and except for spelling errors no deficiency is detected in the language of the exam papers. In addition, according to Bloom’s taxonomy, the questions are mostly at the comprehension level whereas questions related to the analyzing, evaluating and creating levels that require high level thinking skills are rarely used. Based on the results, suggestions have been presented for Turkish teachers to prepare exams.

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THINKING ORDER SKILLS OF READING COMPREHENSION QUESTIONS IN ENGLISH TEXTBOOK FOR ELEVENTH GRADE OF SENIOR HIGH SCHOOL BASED OF BLOOM’S TAXONOMY

10.24114/reg.v5i1.5264 ◽

2016 ◽

Vol 5 (1) ◽

Author(s):

Nurasiah Lubis And Busmin Gurning

Keyword(s):

High School ◽

Reading Comprehension ◽

Bloom's Taxonomy ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Senior High School ◽

Higher Order Thinking Skills ◽

School Based ◽

Bloom’S Taxonomy

The objective of this study aimed to analyzing higher order thinking skills of reading comprehension questions in English textbook for eleventh grade of senior high school. It also used qualitative research method for collected, analyzed and classified reading questions based on revised of Bloom’s Taxonomy. The data of this study were taken from reading comprehension questions in Contextual English textbook. The findings showed that the distribution of the higher order thinking skills looks like: the analyze skill obtains 20 out of 155 reading comprehension questions (12.9%) while the evaluate skill only obtains 4 out 155 questions (2.6%) and the create skill obtains 2 out of 155 questions (1.2%). The dominant level of the higher order thinking skills contained in analyze skill (12.9%). These results do not achieve proportion of thinking order skills namely 30% for C1 and C2, 40% for C3 and C4, and 30% for C5 and C6. It shows that the distribution of the higher order thinking skills in the reading comprehension questions in Contextual English textbook is unequal.

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