scholarly journals Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses

2013 ◽  
Vol 12 (2) ◽  
pp. 239-249 ◽  
Author(s):  
Jennifer Momsen ◽  
Erika Offerdahl ◽  
Mila Kryjevskaia ◽  
Lisa Montplaisir ◽  
Elizabeth Anderson ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Cognitive Skills ◽  
Bloom's Taxonomy ◽  
Cognitive Skill ◽  
Cognitive Domain ◽  
Algorithmic Problem ◽  
Introductory Biology ◽  
Bloom’S Taxonomy ◽  
Undergraduate Science

Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared the cognitive skills routinely assessed by introductory biology and calculus-based physics sequences, using the cognitive domain of Bloom's taxonomy of educational objectives. Our results indicate that both introductory sequences overwhelmingly assess lower-order cognitive skills (e.g., knowledge recall, algorithmic problem solving), but the distribution of items across cognitive skill levels differs between introductory biology and physics, which reflects and may even reinforce student perceptions typical of those courses: biology is memorization, and physics is solving problems. We also probed the relationship between level of difficulty of exam questions, as measured by student performance and cognitive skill level as measured by Bloom's taxonomy. Our analyses of both disciplines do not indicate the presence of a strong relationship. Thus, regardless of discipline, more cognitively demanding tasks do not necessarily equate to increased difficulty. We recognize the limitations associated with this approach; however, we believe this research underscores the utility of evaluating the nature of our assessments.

scholarly journals Turkish Fathers' Language Use In The Context Of Toy Play

2016 ◽  
Vol 12 (8) ◽  
pp. 430 ◽  
Author(s):  
Ozge Cengiz ◽  
Hamide Cakir
Keyword(s):  
Socioeconomic Status ◽  
Language Use ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Low Ses ◽  
Parent Child Interactions ◽  
Bloom’S Taxonomy ◽  
Toy Play ◽  
Parent Child

Parent-child interactions and the characteristics of child-directed language have been related to children’s linguistic development. Studies on parent-child interactions have generally focused on mothers. There has been very little research on the language used by fathers in interactions with their children. This study addresses this gap by investigating the properties of Turkish paternal language use including their use of question types within the framework of Bloom’s Taxonomy of Cognitive Domain; that is, we try to explore to what extent fathers' language use differentiates depending on their socioeconomic status in terms of Bloom’s Taxonomy, thus which fathers help their children gain higher thinking skills before entering school. Bloom’s Taxonomy which is a model of classifying thinking according to six cognitive levels of complexity (remember, understand, apply, analyze, evaluate, create) is hierarchical; in that, each level is subsumed by the higher levels. In this cross-sectional study, high and low socioeconomic status (SES) fathers were taped in their homes with their preschoolers in the context of toy play. The results showed that both group of fathers produced the most utterances at the remember level. Both groups produced no utterance at the analyze level, and low SES fathers produced no utterance at the apply and create levels. High SES fathers asked open ended question at all levels except the analyze level, while low SES fathers asked open ended questions only at the remember and understand levels.

Rethinking Bloom's Taxonomy

2015 ◽  
pp. 86-103 ◽  
Author(s):  
Caroline M. Crawford ◽  
Marion S. Smith
Keyword(s):  
Implicit Memory ◽  
Cognitive Vulnerability ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy ◽  
The Impact ◽  
Different Levels

Implicit cognition is an intriguing area of focus when one considers the impact of implicit memory theories upon each learner's cognitive vulnerability when framed through Bloom's Taxonomy of the Cognitive Domain. Specifically, consider the learner's cognitive understanding and movement from the lower order thinking skills, say from the Knowledge realm and Comprehension realm, towards the higher order thinking skills, Synthesis realm and Evaluation realm, or one of the revised domains to reflect Digital Age expectations. Although much is available on the different levels of cognitive achievement, the “in between” leaps in a learner's ability to work with the information in new and different manners may suggest that the cognitive vulnerability may impact the learner's implicit memory and the learner's movement between different taxonomic levels of informational understanding.

The Cognitive, Affective, and Psychomotor Domains

2010 ◽  
pp. 52-68 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Classification System ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

The Taxonomy of Educational Objectives, better known as Bloom’s Taxonomy, is a classification system that governs how learning objectives are designed, implemented and assessed. First proposed in 1956, Benjamin Bloom began his scrutiny into educational objectives by exploring the cognitive domain (which will serve as the focus for this chapter). Later, with other colleagues including Lorin W. Krathwohl and S. R. Kibler, he considered the affective and psychomotor domains to round out his body of study. Bloom’s taxonomy differentiates six levels of teaching and learning: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation. This chapter offers a perspective for developing instruction purposely targeting the traditional learner.

A comparison of student performance on discipline-specific versus integrated exams in a medical school course

2013 ◽  
Vol 37 (4) ◽  
pp. 370-376 ◽  
Author(s):  
Andrew R. Thompson ◽  
Mark W. Braun ◽  
Valerie D. O'Loughlin
Keyword(s):  
Medical School ◽  
Student Performance ◽  
Bloom's Taxonomy ◽  
Integrated Instruction ◽  
Bloom’S Taxonomy ◽  
Significant Difference ◽  
Usmle Step 1 ◽  
Usmle Step ◽  
Exam Scores ◽  
The Impact

Curricular reform is a widespread trend among medical schools. Assessing the impact that pedagogical changes have on students is a vital step in review process. This study examined how a shift from discipline-focused instruction and assessment to integrated instruction and assessment affected student performance in a second-year medical school pathology course. We investigated this by comparing pathology exam scores between students exposed to traditional discipline-specific instruction and exams (DSE) versus integrated instruction and exams (IE). Exam content was controlled, and individual questions were evaluated using a modified version of Bloom's taxonomy. Additionally, we compared United States Medical Licensing Examination (USMLE) step 1 scores between DSE and IE groups. Our findings indicate that DSE students performed better than IE students on complete pathology exams. However, when exam content was controlled, exam scores were equivalent between groups. We also discovered that the integrated exams were composed of a significantly greater proportion of questions classified on the higher levels of Bloom's taxonomy and that IE students performed better on these questions overall. USMLE step 1 exam scores were similar between groups. The finding of a significant difference in content complexity between discipline-specific and integrated exams adds to recent literature indicating that there are a number of potential biases related to curricular comparison studies that must be considered. Future investigation involving larger sample sizes and multiple disciplines should be performed to explore this matter further.

scholarly journals Assessment of Student Performance for Course Examination Using Rasch Measurement Model: A Case Study of Information Technology Fundamentals Course

2018 ◽  
Vol 2018 ◽  
pp. 1-8
Author(s):  
Amir Mohamed Talib ◽  
Fahad Omar Alomary ◽  
Hanan Fouad Alwadi
Keyword(s):  
Information Technology ◽  
Student Performance ◽  
Bloom's Taxonomy ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Final Examination ◽  
Final Exam ◽  
Rasch Measurement Model ◽  
Bloom’S Taxonomy ◽  
Second Year

This paper describes a measurement model that is used to measure the student performance in the final examination of Information Technology (IT) Fundamentals (IT280) course in the Information Technology (IT) Department, College of Computer & Information Sciences (CCIS), Al-Imam Mohammad Ibn Saud Islamic University (IMSIU). The assessment model is developed based on students’ mark entries of final exam results for the second year IT students, which are compiled and tabulated for evaluation using Rasch Measurement Model, and it can be used to measure the students’ performance towards the final examination of the course. A study on 150 second year students (male = 52; female = 98) was conducted to measure students’ knowledge and understanding for IT280 course according to the three level of Bloom’s Taxonomy. The results concluded that students can be categorized as poor (10%), moderate (42%), good (18%), and successful (24%) to achieve Level 3 of Bloom’s Taxonomy. This study shows that the students’ performance for the set of IT280 final exam questions was comparatively good. The result generated from this study can be used to guide us to determine the appropriate improvement of teaching method and the quality of question prepared.

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