scholarly journals Defining Understanding

2021 ◽  
Vol 83 (6) ◽  
pp. 372-376
Author(s):  
Jeremy L. Hsu ◽  
Stanley M. Lo ◽  
Brian K. Sato
Keyword(s):  
Biology Education ◽  
Bloom's Taxonomy ◽  
Student Understanding ◽  
Variation Theory ◽  
Cognitive Level ◽  
Skill Sets ◽  
Bloom’S Taxonomy ◽  
Formal Definitions ◽  
Biological Concepts ◽  
Definition Of

Promoting student understanding of biological concepts is a key part of biology education, and the ability to “understand” a concept forms one of the six categories of the oft-used Bloom’s Taxonomy. Despite this, there remains no consensus as to what it means to understand a concept. While several formal definitions have been offered, we investigated how biology instructors and biology education researchers define the term and how they perceived the skill sets needed for a student to understand a concept in the context of assessments. We found that there was no agreement on the definition of understanding, and that responses differed in the cognitive level required to reach “understanding” of a concept. We discuss these findings in the context of Bloom’s Taxonomy and variation theory and provide directions for future inquiries. We conclude by discussing implications for biology instructors and the importance of explicitly conveying expectations to better align student and instructor expectations.

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 Bloom's Taxonomy to Improve Teaching-Learning in Introduction to Programming

2021 ◽  
Vol 11 (3) ◽  
pp. 148-153
Author(s):  
Sónia Rolland Sobral ◽  
Keyword(s):  
Higher Education ◽  
Programming Languages ◽  
Learning Strategies ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Science Courses ◽  
Computer Science Courses ◽  
Bloom’S Taxonomy ◽  
Definition Of ◽  
Teaching Learning

Students in computer science courses entering higher education begin with computer thinking and programming languages in a curricular unit (CU) that can be referred to in various ways, like CS1 or programming fundamentals. This CU is very important for the academic and professional path of those students. Teachers and those responsible for those courses must carefully define the learning objectives, the learning strategies and the assessment of this teaching-learning. Bloom's taxonomy, in its different variations, is a powerful tool that helps in these tasks and that gives clear indications on the language that is to be used - which is useful for perceiving both the level of colleagues and the level of accreditations and assessments of courses. This article provides a detailed description of Bloom's taxonomy and its changes over the years. Studies carried out in the context of teaching fundamentals of programming and using Bloom's taxonomy are listed and analyzed. In the end, the conclusions and the definition of future works are made.

scholarly journals Comparative analyses of knowledge, attitude and practice of medical undergraduates and early career doctors about the use of clinical reasoning as a tool for medical diagnosis and management

2020 ◽  
Vol 47 (2) ◽  
pp. 79-84
Author(s):  
I.E. Yarhere ◽  
D.C. Briggs ◽  
C. Okechukwu ◽  
C. Ogbonnaa-Njoku
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Clinical Diagnosis ◽  
Clinical Reasoning ◽  
Bloom's Taxonomy ◽  
Early Career ◽  
Clinical Teacher ◽  
Bloom’S Taxonomy ◽  
Medical Undergraduates ◽  
Definition Of

Introduction: Developing the skills of clinical reasoning is a tedious process, especially for the novice learner and requires practice. The clinical reasoning skill is a cognitive process of systematic clinical decision making needed to reduce diagnostic errors. A clinical reasoning tool for diagnosis using the Bloom’s taxonomy of critical thinking has been in use in the Paediatrics Department of the University of Port Harcourt. However, little is known about the difficulties encountered by trainees (medical students and early career doctors) while using the tool during dailyclinical clerkship. We aimed to determine aspects of the clinical reasoning process trainees find difficult and ways to make this easier. Methods: A well-structured, pretested questionnaire was administered to 67 medical undergraduates and 99 early career medical doctors which assessed responses to the definition of clinical reasoning, matching Bloom’s taxonomy hierarchy with steps in clinical reasoning, functional andstructural abnormalities and attitudes towards the use of the clinical reasoning tool. The Likert 5 point scale tool was used to assess attitudes and practice difficulties during the use of the tool. The differences in responses were tested for significance using Student’s T test, and Chi squared test,with p values <0.05 as significant. Results: Of the 166 respondents analysed, 103 (62%) got the correct definition of clinical reasoning with early career doctors having a higher  proportion of correct respondents, χ2 = 4.59, p = 0.032. Specific areas of difficulties identified were with making clinical diagnosis in 50 (30.1%) and pathologic diagnosis (es) in 38 (22.9%). Ninety-nine (59.6%) responded that clinical reasoning was time consuming and 42 (25.3%) thought it was difficult to practice in a busy clinic. One hundred and six (64.1%) respondents suggested a view of basic clinical studies before starting clinical   practice in order to improve clinical reasoning. Conclusion/Recommendation: Making clinical diagnosis is difficult for the clinical trainee while using the clinical reasoning tool, therefore the  clinical teacher should help trainees move from one cognitive level to the next until the trainee can create logical conclusions from information gathered following clerking. Keywords: Clinical reasoning, critical thinking, medical students, interns

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 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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