Automated Classification of Computing Education Questions using Bloom’s Taxonomy

2021 ◽  
Author(s):  
James Zhang ◽  
Casey Wong ◽  
Nasser Giacaman ◽  
Andrew Luxton-Reilly
Keyword(s):  
Bloom's Taxonomy ◽  
Automated Classification ◽  
Computing Education ◽  
Bloom’S Taxonomy

scholarly journals Aplikasi Ranah Kognitif Anderson & Krahthwohl dalam Pengajaran dan Pembelajaran Pantun di Sekolah Dasar

2021 ◽  
Vol 3 (3) ◽  
pp. 110-118
Author(s):  
Ros Anita Kartini Mohamed ◽  
Abdul Halim Ali ◽  
Muhammad Nasir
Keyword(s):  
Elementary Schools ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Affective Domain ◽  
School Level ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

Taksonomi adalah klasifikasi benda mengikut ciri-ciri tertentu. Taksonomi dalam bidang pendidikan digunakan untuk mengklasifikasikan tujuan pendidikan, penyusunan penilaian dan kurikulum. Bloom telah mengkategorikan tiga ranah dalam pembelajaran, yaitu; ranah kognitif, ranah afektif dan ranah psikomotor. Taksonomi Bloom fokus pada terminologi (1) pengetahuan; (2) pemahaman; (3) penerapan; (4) analisis; (5) sintesis; dan (6) evaluasi. Sedangkan terminolginya berubah dengan adanya Taksonomi Revisi pada tahun 2001 oleh Anderson & Krathwohl dengan terminologi (1) mengingat; (2) memahami; (3) mengaplikasikan; (4) menganalisis; (5) menilai; dan (6) mencipta. Terminologi ini berubah dengan mempertimbangkan keperluan holistik agar lebih mudah dalam penerapannya oleh guru di sekolah. Fokus utama makalah ini adalah membahas ranah kognitif Revisi Anderson & Krathwohl 2001 dan penerapannya dalam pengajaran dan pembelajaran pantun di sekolah dasar.   Anderson & Krahthwohl Cognitive Applications in Teaching and Learning Pantun in Elementary Schools Abstract: Taxonomy is the classification of things according to certain characteristics. Taxonomy in education is used to classify educational objectives, assessment and curriculum preparation. Bloom has categorized three domains in learning, namely; cognitive domain, affective domain and psychomotor domain. Bloom’s taxonomy focuses on the terminology of (1) knowledge; (2) understanding; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. While the terminology changed with the introduction of the Revised Taxonomy in 2001 by Anderson & Krathwohl with the terminology (1) recalling; (2) understand; (3) apply; (4) analyze; (5) evaluate; and (6) create. This terminology changes by considering the holistic need to make it more relevant in its application by teachers at the school level. The main focus of this paper is a discussion on the cognitive domain of the 2001 Anderson & Krathwohl Revision and its application in the teaching and learning of verse in primary schools. Keywords: Bloom's Taxonomy, Cognitive Area, Poetry, Revised Taxonomy.

Adapting Bloom's Taxonomy for an Agile Classification of the Complexity of the User Stories in SCRUM

2018 ◽  
Author(s):  
F. Edgar Castillo-Barrera ◽  
Monica Amador-Garcia ◽  
Hector G. Perez-Gonzalez ◽  
Francisco E. Martinez-Perez ◽  
Francisco J. Torres-Reyes
Keyword(s):  
Bloom's Taxonomy ◽  
User Stories ◽  
Bloom’S Taxonomy

scholarly journals Lontar Tutur Candrabherawa Perspektif Pendidikan Agama Hindu

2020 ◽  
Vol 2 (1) ◽  
pp. 58
Author(s):  
Ida Ayu Gde Wulandari
Keyword(s):  
Religious Life ◽  
Bloom's Taxonomy ◽  
Educational Values ◽  
Intrinsic Structure ◽  
Literary Works ◽  
Environmental Care ◽  
Bloom’S Taxonomy ◽  
Ancient Times ◽  
The Right

The literary works belonging to the traditional literary written in ancient times by using lontar. This tradition is still done until now aiming to bequeath literary treasure. One of the literary works that has educational values of Hinduism is Lontar Tutur Candrabhérawa. It tells about two king, namely Yudhistira, who ruled in the kingdom of Astina Pura and the Candrabhérawa who ruled in the kingdom of Dewantara. Both king have two different understanding, namely the concept of Karma Sanyasa and Yoga Sanyasa. It tells us that life does not separate from karma and yoga. The goals in this study is that the literary Lontar Tutur Candrabhérawa with its intrinsic structure which consist of a theme, characters, plot, incident, background, and mandate. Review from the function of education, based on the classification of Bloom’s taxonomy, containing three functions of education, namely cognitive, affective and psychomotor. Meanwhile, when viewed from educational values of Hinduism, it contains religious, patriotism, environmental care, respect, and the right appointment. With these findings can be expected to create human characters that are religious, ethical, and social spirit in religious life.

scholarly journals Assessment is bloomin’ luverly: Developing assessment that enhances learning

2004 ◽  
Vol 1 (2) ◽  
pp. 46-62
Author(s):  
Maureen Morris ◽  
◽  
Anne Porter ◽  
David Griffiths ◽  
◽  
...  
Keyword(s):  
Cognitive Skills ◽  
Student Assessment ◽  
Bloom's Taxonomy ◽  
Student Outcome ◽  
Student Interest ◽  
Assessment Task ◽  
Knowledge Processes ◽  
Bloom’S Taxonomy ◽  
Definition Of

Our initial intention was to set out to explore the potential for implementing outcome-based assessment practices in a first year statistics unit. It has evolved into a search for a pedagogy enabling clear definition of the desired learning outcomes in our students, and alignment of instruction, student resources and assessment with these outcomes. Previous learning and assessment materials were used as starting points for the pilot study. The aim was to develop a model which might feasibly be repeated in the context of our subject and related ones, and which might be potentially applied in other disciplines. A recent revision of Bloom’s Taxonomy was chosen to facilitate classification of an intended hierarchy of desired knowledge, processes and skills. Unit objectives were behaviourally framed to provide identifiable indicators of student outcome achievement. Assessment was similarly classified to align the desired and observable outcomes. Appropriate instructional techniques and authentic assessment were chosen commensurate with student interest and the development of higher order cognitive skills. An evaluation rubric was used to clarify the requirements of the assessment task. This provided focus material to foster organization of responses. To prevent students privileging one outcome above another, no marking schema was included. Students worked independently in teams of two to complete complementary sections of the assignment. However discussion of their work with their partner was not only expected, but encouraged. Team solution fostered cooperative learning without providing opportunities for plagiarism. Reflective practices and student and staff feedback throughout the study led to refinements in the procedures. Summative evaluation encompassed results of student assessment and surveys and interviews of both staff and students. Semantic problems resulted in difficulties in using the revised Bloom’s taxonomy to classify assessment questions. The word ‘explain’ at times required demonstration with a simple diagram, at others, identifying the elements of a formula or even analysis to determine the relevance of a particular model. There is an obvious potential for variability in interpretation of the skills required by some questions and hence the possibility of a lack of reliability in classification of the objectives and assessment. A need arises therefore to refine the taxonomy for more specific use within the discipline.

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