The Effect of Bloom’s Taxonomy on Random Forest Classifier for cognitive level identification of E-content

2020 ◽  
Author(s):  
Benny Thomas ◽  
J. Chandra
Keyword(s):  
Random Forest ◽  
Bloom's Taxonomy ◽  
Random Forest Classifier ◽  
Cognitive Level ◽  
Bloom’S Taxonomy ◽  
Level Identification

scholarly journals ANALISIS SOAL-SOAL OLIMPIADE SAINS NASIONAL (OSN) SMA/MA BIDANG KIMIA TAHUN 2012 DAN 2013 BERDASARKAN DIMENSI PROSES KOGNITIF DAN PENGETAHUAN

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Tita Sunggarani ◽  
Euis Nursa’adah ◽  
Yunita Yunita
Keyword(s):  
Conceptual Understanding ◽  
Cognitive Process ◽  
Bloom's Taxonomy ◽  
Challenging Problem ◽  
Cognitive Level ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
National Competition ◽  
Process Dimension

Abstrak: Ilmu kimia sebagai ilmu yang berdasarkan pada  penelitian (induktif), yang seharusnya mampu menyajikan soal yang menantang dan tersebar dalam enam level kognitif, hanya saja kondisi sebenarnya soal-soal kimia masih dibuat tradisional dengan berada pada level kognitif rendah. Soal olimpiade sebagai ajang kompetisi nasional siswa-siswa berprestasi di Indonesia pun belum diketahui level kognitif yang terkandung di dalamnya. Maka tujuan penelitian ini yakni, mendeskripsikan komposisi penyebaran soal terhadap tabel Taksonomi Bloom revisi, mendeskripsikan perbandingan soal OSN dan IChO (International Chemistry Olympiad) pada materi yang sama, dan  memetakan soal-soal tersebut terhadap standar kompetensi dan kompetensi dasar SMA/MA. Hasil analisis menunjukkan bahwa pada tahun 2012 tersebar pada prosedural-mengaplikasikan dan konseptual-memahami. Pada tahun 2013 tersebar pada dimensi prosedural-mengaplikasikan dan faktual-memahami. Berdasarkan konten materi dalam satu soal IChO  menuntut siswa dapat menemukan keterkaitan suatu materi dengan materi lainnya guna menyelesaikan soal tersebut sedangkan OSN tidak, tetapi keduanya  memiliki dimensi pengetahuan dan dimensi proses kognitif yang tidak terlalu berbeda yakni pada lingkup prosedural-mengaplikasikan dan prosedural-menganalisis. Hasil pemetaan terhadap SK-KD SMA/MA menunjukkan sebesar setengah dari jumlah ksesluruhan soal dapat dipetakan. Adanya analisis ini diharapkan menjadi masukan bagi guru untuk memberikan penguatan konsep kimia pada pembelajaran, agar siswa mampu mengerjakan berbagai macam soal, salah satunya soal OSN. Penelitian ini masih terbatas pada tahun 2012 dan 2013, sehingga dapat dikembangkan analisis untuk tahun-tahun lainnya. Kata-kata Kunci : Analisis, Taksonomi Bloom revisi, Dimensi Pengetahuan, Dimensi Proses Kognitif Abstract: Chemistry as a science that is based on research (inductive), which is supposed to be able to present a challenging problem and scattered in six cognitive levels, it's just that the actual conditions of chemical problems are still made traditionally with low cognitive level. Olympics as a matter of national competition top students in Indonesia is not yet known cognitive level contained therein. So the purpose of this study, describing the composition of matter of the spread of the revised Bloom's Taxonomy tables, describing the comparison about OSN and IChO (International Chemistry Olympiad) on the same material, and to map these problems to the standards of competence and basic competences SMA/MA. The analysis showed that in 2012 spread over-apply procedural and conceptual understanding. In 2013 spread to the dimension-apply procedural and factual-understand. Based on the content of the material in a matter of IChO requires students to be able to find a material relationship with the other materials in order to resolve these problems while OSN does not, but both have dimensions of knowledge and cognitive process dimensions are not too different from that in the scope of procedural-procedural-applying and analyzing. The results of the mapping of the SK-KD SMA / MA shows only half the number of ksesluruhan matter can be mapped. The existence of this analysis are expected to be the input for the teacher to provide reinforcement in learning chemistry concepts, so that students are able to do a variety of problems, one of which is a matter of OSN. This study was limited in 2012 and 2013, so that the analysis can be developed for other years. Key Words: Analysis, revised Bloom's Taxonomy, Knowledge Dimension, The Cognitive Process Dimension

scholarly journals A Cognitive Level Evaluation Method Based on a Deep Neural Network for Online Learning: From a Bloom’s Taxonomy of Cognition Objectives Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Yan Cheng ◽  
Yingying Cai ◽  
Haomai Chen ◽  
Zhuang Cai ◽  
Gang Wu ◽  
...  
Keyword(s):  
Neural Network ◽  
Online Learning ◽  
Learning Strategies ◽  
Deep Neural Network ◽  
Evaluation Method ◽  
Bloom's Taxonomy ◽  
Automatic Evaluation ◽  
Cognitive Level ◽  
Text Data ◽  
Bloom’S Taxonomy

The evaluation of the learning process is an effective way to realize personalized online learning. Real-time evaluation of learners’ cognitive level during online learning helps to monitor learners’ cognitive state and adjust learning strategies to improve the quality of online learning. However, most of the existing cognitive level evaluation methods use manual coding or traditional machine learning methods, which are time-consuming and laborious. They cannot fully mine the implicit cognitive semantic information in unstructured text data, making the cognitive level evaluation inefficient. Therefore, this study proposed the bidirectional gated recurrent convolutional neural network combined with an attention mechanism (AM-BiGRU-CNN) deep neural network cognitive level evaluation method, and based on Bloom’s taxonomy of cognition objectives, taking the unstructured interactive text data released by 9167 learners in the massive open online course (MOOC) forum as an empirical study to support the method. The study found that the AM-BiGRU-CNN method has the best evaluation effect, with the overall accuracy of the evaluation of the six cognitive levels reaching 84.21%, of which the F1-Score at the creating level is 91.77%. The experimental results show that the deep neural network method can effectively identify the cognitive features implicit in the text and can be better applied to the automatic evaluation of the cognitive level of online learners. This study provides a technical reference for the evaluation of the cognitive level of the students in the online learning environment, and automatic evaluation in the realization of personalized learning strategies, teaching intervention, and resources recommended have higher application value.

Developing a Classification Tool Based on Bloom’s Taxonomy to Assess the Cognitive Level of Short Essay Questions

2004 ◽  
Vol 31 (3) ◽  
pp. 261-267 ◽  
Author(s):  
Maggy J.W. van Hoeij ◽  
Jan C.M. Haarhuis ◽  
Ronny F.A. Wierstra ◽  
Peter van Beukelen
Keyword(s):  
Bloom's Taxonomy ◽  
Cognitive Level ◽  
Bloom’S Taxonomy ◽  
Classification Tool ◽  
Short Essay

scholarly journals LEVELS OF COGNITIVE DOMAIN OF TASKS IN ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOL: A REVISED BLOOM’S TAXONOMY ANALYSES

2021 ◽  
Vol 14 (2) ◽  
pp. 92-105
Author(s):  
Rustiyani Rustiyani ◽  
Dedi Sofyan ◽  
Syafryadin Syafryadin
Keyword(s):  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Cognitive Level ◽  
Cognitive Dimension ◽  
Instructional Activity ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
English Textbooks ◽  
Bloom Taxonomy ◽  
Dominant Activity

This study is a descriptive qualitative which aims to know the appropriateness of the textbook’s content with the cognitive dimension of Revised Bloom’s Taxonomy and to know the dominant cognitive category of the Revised Bloom’s Taxonomy in the textbook. This research was focused on analyzing the English Textbook, “Pathway to English”, which is published by Erlangga. The data was analyzed through data analysis table to categorize the activity with defined as any one of the following: a question or instructional activity, based on cognitive dimension. The result showed that there are 271 activities in the textbook. The activities spread over 105 (38.7%) remembering, 76 (28%) understanding, 48 (17.7%) applying, 28 (10.3%) analyzing, 7 (2.6%) evaluating, and 7 (2.6%) creating. The total number of activities that included to HOTS are 42 activities or 15.5% and the activities that included to LOTS are 229 activities or 84.5%. The most dominant activity was remembering which the lowest dimension of cognitive level of Revised Bloom Taxonomy. Then, the number of LOTS and HOTS activities in each chapter are very different. Hence, it is not enough if the teacher just only uses the English textbook as a teaching tool to improve students HOTS ability.

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

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.

scholarly journals AN ANALYSIS OF COGNITIVE LEVEL USED IN ENGLISH SEMESTER TEST ITEMS OF SMPN 2 BANGKINANG

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Syahdan Syahdan
Keyword(s):  
Survey Research ◽  
Bloom's Taxonomy ◽  
Ninth Grade ◽  
Middle Level ◽  
Seventh Grade ◽  
Cognitive Level ◽  
Test Items ◽  
Bloom’S Taxonomy ◽  
Level Of Understanding

The purpose of this research was to analyze the cognitive level used in English semester test items ofSMPN 2 Bangkinang from the seventh grade up to ninth grade. The cognitive level used in each itemswas classified measure the percentage to find the comparison referred to bloom’s taxonomy in findingthe right answer. Kind of this research was survey research which only analyzed what was in the fieldarea. In this research, the researcher collected 150 English semester test items. Each class theresearcher 50 items. The test were in form of multiple choices. Then, all of the items were classifiedbased on its classification. By classifying the items, the researcher found that there were 32 itemscategorized into remembering (Remembering/C1) with the percentage of 21,3%, there were 61 itemscategorized into understanding (Applying/C3) with the percentage of 21,3% and there were 25 itemscategorized into analyzing (Analyzing/C4) with the percentage of 16,7%. From the results of thisresearch it could be concluded that the cognitive level used in English semester test items of SMPN 2Bangkinang at seventh grade up to ninth grade were classified in the level of ”Understanding (C2)”with the percentage of 40,7% and the level of the difficulty of the test was in the middle level.

scholarly journals Cognitive Level Analysis of Problems in Mathematics Textbook Class XII Revision 2018 Materials of Congress and Construction Based on the Revised Bloom Taxonomy

2021 ◽  
Vol 2 (2) ◽  
pp. 14-25
Author(s):  
Dira Oktia Mita ◽  
Ringki Agustinsa ◽  
Edi Susanto
Keyword(s):  
Bloom's Taxonomy ◽  
Cognitive Level ◽  
Mathematics Textbook ◽  
Descriptive Research ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
Level Of Understanding ◽  
Bloom Taxonomy ◽  
Level Analysis

Abstract:This study aims to describe the distribution of cognitive levels of questions in the 2018 Revised Class XII Mathematics Textbook for Congruence and Similarity Based on Bloom's Taxonomy. Bloom's Taxonomy used is a revised Bloom's Taxonomy with cognitive process dimensions consisting of: remembering(C1), understanding(C2), applying(C3), analyzing(C4), evaluating(C5), and creating(C6). This type of research was descriptive research with a qualitative approach. Sources of data in this study were questions about the material congruence, similarity and competency test questions contained in the mathematics textbooks of class XII students. The research was carried out with the method of collecting documentation data and using research instruments in the form of analysis sheets and analysis conformity sheets. The results showed that the distribution of the cognitive level of questions on the congruence and similarity material contained the cognitive level of understanding(C2) as much as 18.2%, applying(C3) as much as 50% and analyzing(C4) as much as 31.8%, with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. Keywords: Mathematics Textbook, Congruence, Similarity, Question, Revised Bloom's Taxonomy, Cognitive Level.

scholarly journals Beyond Bloom’s: Students’ Perception of Bloom’s Taxonomy and its Convolution with Cognitive Load

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Jamie Lee Jensen ◽  
Andrea J. Phillips ◽  
Jace C. Briggs
Keyword(s):  
Cognitive Load ◽  
Educational Research ◽  
Cognitive Skills ◽  
Cognitive Load Theory ◽  
Bloom's Taxonomy ◽  
Cognitive Level ◽  
Low Level ◽  
Load Theory ◽  
Bloom’S Taxonomy ◽  
High Level

         Bloom’s taxonomy is widely used in educational research to categorize the cognitive skills required to answer exam questions. For this study, we analyzed how students categorize exam questions (high-level question or low-level question,) gathered data as to their rationale for categorization, and compared their categorizations to those of experts. We found that students consistently rank high-level questions incorrectly. We analyzed student reasons for their categorizations, and found that for many of the incorrectly categorized questions the students referred to reasons related to Cognitive Load Theory. This shows that cognitive load prevents students from accurately assessing the cognitive level of an exam question. Thus, extra cognitive load in exam questions may prevent those questions from accurately measuring the skills and knowledge of the student. This points to the need for instructors to eliminate cognitive load from their exams.

COGNITIVE LEVEL OF READING QUESTIONS IN ENGLISH TEXTBOOK FOR GRADE XI

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Lamtiar Sinaga And Meisuri
Keyword(s):  
High School ◽  
Qualitative Method ◽  
Bloom's Taxonomy ◽  
Senior High School ◽  
Cognitive Level ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
Descriptive Qualitative

The objective of the study was to find out the cognitive level of the reading questions in English textbook for grade XI based on the Revised Bloom’s Taxonomy. This study was conducted by using descriptive qualitative method. The data of this research were the reading questions in the English textbook for grade XI Senior High School. The result of this study was the whole reading questions in the textbook covering all of the cognitive levels, they were Remembering (26,02%), Understanding (26,02%), Applying (9,18%), Analyzing (33,16%), Evaluating (1,53%), and Creating (4,08 %).

DEVELOPING ENGLISH SUMMATIVE TEST BASED ON REVISED BLOOM’S TAXONOMY

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresia Manalu And Indra Hartoyo
Keyword(s):  
Data Analysis ◽  
Research And Development ◽  
Bloom's Taxonomy ◽  
English Teacher ◽  
Ministry Of Education ◽  
Cognitive Level ◽  
Test Items ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

This was a research and development (R&D) study which aimed to evaluate the English summative test items based on revised Bloom’s taxonomy for grade VIII. This study focused on the developing the English summative test items according to the cognitive level of revised Bloom’s taxonomy for grade VIII at SMP Negeri 3 Tebing Tinggi. The data consist of the existing English summative test items which were directly collected from the English teacher due to analyze the proportion of cognitive level according to revised Bloom’s taxonomy. Based on the data analysis, the existing English summative test had not fulfilled the proportion of cognitive level according to revised Bloom’s taxonomy regulated by the Ministry of Education and Culture. The inappropriate English summative test items were then developed according to the proportion demand and suitability to the syllabus and indicators. The results of the study are 30 developed English summative test items which had been validated by the experts and tested to 20 students due to get the reliability scores.

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