Reading Comprehension Questions in EFL Textbooks and Learners’ Levels

2017 ◽  
Vol 7 (7) ◽  
pp. 590
Author(s):  
Nayer Adli ◽  
Asgar Mahmoudi
Keyword(s):  
Reading Comprehension ◽  
Bloom's Taxonomy ◽  
Advanced Level ◽  
Proficiency Levels ◽  
Question Types ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
Efl Teachers ◽  
Analysis And Synthesis

This study investigated the reading comprehension questions in EFL textbooks and their appropriateness to learners' levels. The data for the study were collected from four elementary and advanced level EFL textbooks containing 44 chapters altogether. A checklist was designed based on Bloom’s Taxonomy of reading comprehension questions to record the cognitive levels of the questions collected from the reading comprehension sections of the mentioned textbooks. To assess the significance of difference between each kind of the comprehension questions in elementary and advanced level textbooks, the Mann-Whitney U test was used. Results indicated that there are significant differences between the two proficiency levels in terms of question types in all categories except analysis and synthesis. To assess the overall proportions of question types in the textbooks and to see if they are different from each other, a Kruskal-Wallis and the follow up Mann-Whitney U tests were used which revealed significant differences between some pairs of categories of question types. It is believed that the results of this study can be useful to textbook writers and EFL teachers.

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 Data-Driven Design as a Vehicle for BIM and Sustainability Education

Buildings ◽  
2019 ◽  
Vol 9 (5) ◽  
pp. 103 ◽  
Author(s):  
John Benner ◽  
J. J. McArthur
Keyword(s):  
Critical Evaluation ◽  
Bloom's Taxonomy ◽  
Project Based Learning ◽  
Data Driven ◽  
Pedagogical Strategies ◽  
Advanced Level ◽  
Early Implementation ◽  
Bloom’S Taxonomy ◽  
Significant Research ◽  
High Degree

The development of BIM pedagogical strategies within the Architecture, Engineering, and Construction disciplines is a topic of significant research. Several approaches and theoretical lenses, such as Project-Based Learning, constructivist pedagogy, experiential learning, and Bloom’s Taxonomy have been applied to guide pedagogical education. This paper presents the development and evaluation of an approach integrating these four perspectives that was developed within an Architectural Science undergraduate program. A data-driven design project was incorporated into the curriculum to give students opportunities to engage with BIM-based simulation (cost and energy) to guide their design studio project development. The pedagogical approach is discussed, along with refinements to this project based on early implementation. Four years of data are analyzed, consisting of 1325 design iterations and student feedback on the project. A critical evaluation of the project determined that it was highly effective to engage students at an advanced level - level 4 (Analyze) of Bloom’s Taxonomy was consistently achieved (over 96% of students) and two thirds of students also engaged meaningfully at Level 5 (Evaluate; 67%) and/or 6 (Create; 8%) — while developing a high degree of competence in the use of BIM.

scholarly journals The Use of Bloom’s Taxonomy to Inform Students’ Cognitive Levels

2016 ◽  
Vol 3 (3) ◽  
pp. 1
Author(s):  
Siti Nursaila Alias ◽  
Faridah Ibrahim
Keyword(s):  
Social Science ◽  
Conceptual Understanding ◽  
Bloom's Taxonomy ◽  
Newton's Law ◽  
Bloom’S Taxonomy ◽  
Newton’S Law ◽  
Cognitive Levels ◽  
The Subject ◽  
The Mean ◽  
Spss Software

To improve students’ conceptual understanding depends on the question types asked by the teachers. This paper investigates to examine form four students’ cognitive levels in Newton’s Law based on Bloom’s Taxonomy. The study sample consisted of 189 science stream students from three secondary schools in Kuala Kangsar, Perak. Researcher implemented Newton’s Law questions as instrument to determine the three cognitive levels of the respondent which namely Knowledge, Comprehension and Application. The paper-pencil test was developed and administered on the subject. The data were collected and analyzed using the Statistical Packages for Social Science for Windows release 21 (SPSS Software). The findings show that the mean of the Knowledge, Comprehension and Application level is moderate.

scholarly journals A comparison of the reliability of the Solo- and revised Bloom's Taxonomy-based classifications in the analysis of the cognitive levels of assessment questions

2017 ◽  
Vol 7 (4) ◽  
pp. 637-662 ◽  
Author(s):  
Mustafa İlhan ◽  
Melehat Gezer
Keyword(s):  
Generalizability Theory ◽  
Bloom's Taxonomy ◽  
Residual Variance ◽  
Solo Taxonomy ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
Main Effect ◽  
Assessment Questions

This study aims to compare the reliability of SOLO and revised Bloom's taxonomy-based (RBT) classifications in the determination of the cognitive levels of the assessment questions. The data were obtained by three experts' examination of the assessment questions in the Seventh Grade Social Studies Textbook published by the Ministry of National Education and Eight Grade Science and Technology Textbook published by Yıldırım Publishing in 2015. The collected data were analyzed in a crossed design whereby the assessment questions were the object of measurement and the experts were the facet on the basis of the generalizability theory. It was found that the variance percentage of the main effect of the assessment question was found to be higher in the SOLO-based classifications. The variance component related to the experts' main effect and the residual variance values were found to be higher in the RBT than in the SOLO taxonomy. In conclusion, compared to the RBT, the SOLO-based classifications were found to have higher G and Phi coefficients. These results indicate that SOLO taxonomy seems to be more reliable than RBT in the determination of the cognitive level of assessment questions.

scholarly journals Design of Cognitive MCQ test in Virtual Learning Systems to Determine Learner Affect

2020 ◽  
Vol 8 (5) ◽  
pp. 4034-4039
Keyword(s):  
Regression Analysis ◽  
Bloom's Taxonomy ◽  
Virtual Learning ◽  
Learning Systems ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels

Virtual learning systems are expected to be adaptive to the grasp exhibited by the learner. Learner affects like confusion and confidence are displayed by the learner through behavioural cues. Identifying affect in a non-intrusive, sensor-free and scalable setting is preferable. Using interaction based behavioural log features; methodology for determining learner affect is presented. The MCQ test questions in the system are based on Bloom’s Taxonomy Cognitive levels. The system records interactions of the learner. The regression analysis result on the dataset shows accuracy of confusion detection above 70%.

The Pedagogy of Rehabilitation Counseling: Perceptions of Rehabilitation Educators

2021 ◽  
pp. JARC-D-20-00003
Author(s):  
Matthew E. Sprong ◽  
Emily A. Brinck ◽  
Kanako Iwanaga ◽  
Jewel L. Jones ◽  
Jared C. Schultz
Keyword(s):  
Counselor Training ◽  
Online Survey ◽  
Rehabilitation Counseling ◽  
Bloom's Taxonomy ◽  
Counselor Educators ◽  
Future Directions ◽  
Rehabilitation Counselor ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
Learning Domains

The purpose of this study was to incorporate Bloom’s cognitive levels (Remembering/ Knowledge, Understanding/Comprehension, Applying/Application, Evaluating, and Creating/Synthesis) of understanding for rehabilitation counselor training programs. Forty rehabilitation counselor educators completed an online survey rating how important, how confident, and how frequently each participant incorporated the six learning domains of Bloom’s taxonomy within the classroom. The results indicate that rehabilitation counseling educators stated that they felt confident and that it is important to implement all the learning domains of Bloom’s taxonomy. Rehabilitation counseling educators indicated that application learning domain has the most impact on student learning. This study also provides implications and future directions to help discussion among rehabilitation counselor educators.

Empowering High-Needs Students With Problem-Based Learning Through Mobile Technology

2017 ◽  
pp. 1-12
Author(s):  
Jessica Herring
Keyword(s):  
Mobile Technology ◽  
Life Skills ◽  
Problem Based Learning ◽  
Bloom's Taxonomy ◽  
Levels Of Analysis ◽  
Cognitive Tasks ◽  
Technology In The Classroom ◽  
Bloom’S Taxonomy ◽  
Analysis And Synthesis ◽  
Ubiquitous Access

With nearly ubiquitous access to mobile technology in the classroom, differentiation can become more seamless and student-driven, and students can focus on solving problems and developing life skills rather than recalling and regurgitating content-focused material. The cognitive focus of the classroom shifts from the lower levels of Bloom's Taxonomy to the highest levels of analysis and synthesis, as students are asked to create, improve, revise, and design. Implementing this model of problem-based learning can be transformational in the classroom; however, high-needs students struggle with the challenge at first. High-needs students are often asked to complete the lowest cognitive tasks. While they may be exhilarated by the challenge of problem-based learning, they may also struggle to improve and revise because of the stigma of failure they have experienced in previous academic endeavors.

Cognitive Levels in a Basic Electrical Engineering Course

1981 ◽  
Vol 18 (2) ◽  
pp. 101-111 ◽  
Author(s):  
S. Waks ◽  
J. Lindenlab
Keyword(s):  
Problem Solving ◽  
Engineering Education ◽  
Electrical Engineering ◽  
Bloom's Taxonomy ◽  
Circuit Analysis ◽  
Linear Circuit ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
Linear Circuit Analysis

An analysis of cognitive levels in a basic electrical engineering course has shown some limitations of Bloom's taxonomy. The problem solving taxonomy suggested by Dean and Plants tends to be more adequate for engineering education. This issue is illustrated by examples from a basic electrical engineering course (linear circuit analysis)

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