scholarly journals Taxonomies in Education: Overview, Comparison, and Future Directions

2021 ◽  
Vol 5 (2) ◽  
pp. 1
Author(s):  
Jeff Irvine
Keyword(s):  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Future Directions ◽  
Higher Order Thinking Skills ◽  
Solo Taxonomy ◽  
Depth Of Knowledge ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Education Today

This paper compares and contrasts some of the most popular taxonomies used in education, including: original Bloom’s taxonomy, revised Bloom’s taxonomy, Webb’s depth of knowledge, SOLO taxonomy, Fink’s taxonomy of significant learning, Shulman’s table of learning, and Marzano’s taxonomy. After a brief outline of each taxonomy, the paper discusses the literature corresponding to their use in education and the taxonomies are compared with regard to their treatment of knowledge, cognition, metacognition, higher-order thinking skills, affect, and explicit or implied theories of learning underlying each taxonomy. This is followed by a discussion of future directions for taxonomies in education. To date, while a few binary comparisons of taxonomies have been published, there has been no broad comparison of what may be regarded as the major taxonomies in use in education today. This paper represents the first broad examination of taxonomies that have had significant impacts on higher education.

scholarly journals ANALYSIS OF HIGHER ORDER THINKING SKILLS (HOTS) IN MATHEMATICAL PROBLEM SOLVING BASED ON REVISED BLOOMS’ TAXONOMY VIEWED FROM GENDER EQUALITY

MaPan ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 315-328
Author(s):  
Ernawati Ernawati ◽  
◽  
Baharullah Baharullah
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
The Subject

This study aims to determine the description of the results of the analysis of higher order thinking skills in mathematics problem solving based on revised Bloom's taxonomy viewed from gender equality. The subject of the research is two students of SMPN 1 Takalar selected using a purposive sampling technique. The type of research used is descriptive research with a qualitative approach. The description was obtained by analyzing the tests of higher order thinking skills in mathematical problem solving. In this study, instruments in the form of questions test higher order thinking skills based on revised Bloom's taxonomy and the interview guideline. Data collection techniques in the form of test, interview, observation, and documentation. The data analysis technique was data reduction, data presentation, and conclusion drawing/verification. The results of the research show that subjects can use their skills even though still not achieved optimally. Both subjects use almost all aspects of thinking skills based on the revised Bloom's taxonomy, either directly or to bridge the subject in constructing the higher order thinking skills. It shows the difference in students' higher order thinking skills from each category, namely the male and female categories.

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.

scholarly journals An Evaluation of the Algerian EFL Baccalaureate Exam under the Cognitive Domains of Bloom’s Taxonomy

2021 ◽  
Author(s):  
Fatine Merieme BELARBI ◽  
Abdelkader BENSAFA
Keyword(s):  
Research Question ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
High Stake ◽  
Higher Order Thinking Skills ◽  
Cognitive Domains ◽  
Bloom’S Taxonomy

The Algerian English foreign language (EFL) baccalaureate is a high stake exam that assesses both students’ learning and their critical thinking skills. Thus, devising appropriate and effective exam questions may be a problematic issue for tests designers. Under the requirements of the current Algerian English curriculum, the exam questions must cover the lower and higher-order thinking skills of Bloom’s taxonomy. On this basis, this research paper seeks to investigate the effectiveness of the EFL baccalaureate exam papers, and aims to answer the research question: ‘To what extent does the Algerian EFL Baccalaureate exam paper cover the lower and higher-order thinking skills of Bloom’s taxonomy?’ This research is a descriptive content analysis; the researcher analyzed the exam questions of the Algerian EFL Baccalaureate under the cognitive domains of Bloom’s taxonomy. This study is significant as it helps tests’ designers to design practical EFL exams that develop students’ thinking skills and language competencies. The findings of this study revealed that the EFL baccalaureate exam does not establish the students’ higher-order thinking skills and does not assess their communicative abilities. Accordingly, some recommendations are suggested to hopefully help test designers to improve the quality of the EFL Baccalaureate questions.

scholarly journals High-Order Thinking Skill in Solving Two-Dimensional Arithmetic Series Based on Bloom's Taxonomy

2020 ◽  
Author(s):  
Zainal Abidin ◽  
Mohammad Tohir
Keyword(s):  
Data Analysis ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Two Dimensional ◽  
Master Program ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy ◽  
Qualitative Descriptive

The research aims to describe the level of higher-order thinking skills ability of students in solving generalization patterns in two-dimensional arithmetic series based on revised Bloom's taxonomy. The research method used is a qualitative descriptive approach. The subjects were students of the Master Program of Mathematics Education at Jember University. The data was collected by giving open problem-solving tasks and documentation studies to students to develop patterns of one-dimensional arithmetic series. Then, students are given the task of solving the next problem to draw up a generalization pattern of two-dimensional arithmetic series. The data analysis technique used is qualitative descriptive data analysis. The results showed that the percentage of higher-order thinking skills aspects included analyze (C4) reached 88.89%, evaluate (C5) reached 83.33%, and create (C6) reached 66.67%. The results of this achievement are influenced by several factors, including accuracy in compiling numbers and expanding existing data, mastery of arithmetic series permutation concepts and their application, the tendency of graduate students to rely on memorization and imitations of existing examples.

scholarly journals An Evaluation of the Algerian EFL Baccalaureate Exam under the Cognitive Domains of Bloom’s Taxonomy

2020 ◽  
Vol 11 (4) ◽  
pp. 534-546
Author(s):  
Fatine Merieme BELARBI ◽  
Abdelkader BENSAFA
Keyword(s):  
Research Question ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
High Stake ◽  
Higher Order Thinking Skills ◽  
Cognitive Domains ◽  
Bloom’S Taxonomy

The Algerian English foreign language (EFL) baccalaureate is a high stake exam that assesses both students’ learning and their critical thinking skills. Thus, devising appropriate and effective exam questions may be a problematic issue for tests designers. Under the requirements of the current Algerian English curriculum, the exam questions must cover the lower and higher-order thinking skills of Bloom’s taxonomy. On this basis, this research paper seeks to investigate the effectiveness of the EFL baccalaureate exam papers, and aims to answer the research question: ‘To what extent does the Algerian EFL Baccalaureate exam paper cover the lower and higher-order thinking skills of Bloom’s taxonomy?’ This research is a descriptive content analysis; the researcher analyzed the exam questions of the Algerian EFL Baccalaureate under the cognitive domains of Bloom’s taxonomy. This study is significant as it helps tests’ designers to design practical EFL exams that develop students’ thinking skills and language competencies. The findings of this study revealed that the EFL baccalaureate exam does not establish the students’ higher-order thinking skills and does not assess their communicative abilities. Accordingly, some recommendations are suggested to hopefully help test designers to improve the quality of the EFL Baccalaureate questions.

scholarly journals ANALYSIS OF SENIOR SECONDARY EXAMINATION QUESTIONS ACCORDING TO REVISED BLOOMS TAXONOMY COMPLEXITY

2020 ◽  
Vol 8 (3) ◽  
pp. 119-127
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Cognitive Skills ◽  
Cognitive Complexity ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Senior Secondary ◽  
Grade 11

In this paper attempt is made to investigate summative examination questions of grade 11 according to cognitive complexity. Total 12 senior secondary schools grade 11 question papers of the academic year 2018-19 end exams are considered in the present study. Total 384 questions are asked. In the present study conducted - theory based content analysis and qualitative methodology is employed by using revised Bloom’s taxonomy of cognitive objectives.  Higher order thinking, middle order thinking and lower order thinking skills based questions are structured.  The present research is guided by research question “What kind of cognitive skills and knowledge do grade 11 examination questions require?”  Result of the study reveals that year end examinations are demanding.  52% questions are from higher order cognitive skills.  Revised Bloom’s Taxonomy is used for designing the assessment tool.  The two higher order thinking skills categories should be more evenly present in the exam.

Kedudukan Taksonomi Bloom Menurut Perspektif Islam

2018 ◽  
Vol 2 (1) ◽  
pp. 18-26
Author(s):  
Nursyahirah Wahidah Masrom ◽  
Mahyuddin Hashim ◽  
Noorhayati Hashim ◽  
Fariza Puteh Behak
Keyword(s):  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy ◽  
Application Analysis ◽  
Bloom Taxonomy ◽  
Descriptive Method ◽  
Classification Structure

Bloom’s Taxonomy known as a hierarchical framework of learning objective that is used by teachers to measure students’ higher order thinking skills based on questions in learning. There are three domain on Bloom taxonomy which is cognitive (intellectual skill), affective (generic skill) and psychomotor (practical skill). The cognitive domain of Bloom consists of six level organized in a hierarchy from lower until higher level which includes remembering, understanding, application, analysis, evaluation and creating. Since it is introduce by Benjamin Bloom in year 1956, studies have shown there are numerous Western studies have been discusess the strengths and weaknesses of Bloom Taxonomy. However, what is the position of Bloom's Taxonomy according to the Islamic perspectives? Therefore, this paper will concentrate on the criticisms by Western and Islamic perspective against Bloom’s Taxonomy. This study will be conducted using qualitative method by analysing data with descriptive method. The findings show there are criticisms and improvements in the past studies that focus on Bloom's taxonomy into four themes: (1) hierarchical structure, (2) classification structure, (3) uses and (4) new taxonomy requirements to fit the new skills required by the 21st century learning. Indeed, this article can provides a catalyst for further exploration of Islamic influence in education. Abstrak Taksonomi  Bloom merupakan  objektif  pendidikan  yang  digunakan  oleh  pendidik  untuk  mengukur  dan  meningkatkan kemahiran berfikir aras tinggi pelajar dalam pembelajaran. Terdapat tiga domain utama yang perlu dicapai iaitu kognitif (kemahiran intelektual), afektif (kemahiran generik) dan psikomotor (kemahiran praktikal teknikal). Malahan, domain ini diklasifikasikan  mengikut  enam  aras  berbentuk  piramid  yang  disusun  dari  aras  rendah  hingga  ke  aras  tinggi.  Ia merangkumi  aras  pengetahuan,  pemahaman,  aplikasi,  analisis,  sintesis  dan  penilaian.  Sejak  ia  diperkenalkan  oleh Benjamin Bloom pada tahun 1956, terdapat pelbagai kajian Barat yang membincangkan tentang kekuatan dan kelemahan Taksonomi Bloom. Namun, bagaimana pula kedudukan Taksonomi  Bloom  menurut perspektif Islam? Oleh  itu, artikel ini  membincangkan  kritikan  Barat  dan  pandangan  Islam  terhadap  taksonomi  Bloom.  Kajian  ini  menggunakan  kaedah kualitatif  di  mana  data  akan  dianalisis  melalui  kaedah  deskriptif.  Hasil  kajian  mendapati  terdapat  kritikan  dan penambaikan  dari  kajian  lepas  yang  menfokuskan  taksonomi  Bloom  kepada  empat  tema:  (1)  susunan  hierarki,  (2) pengelasan struktur, (3) kegunaan dan (4) keperluan kepada taksonomi yang baru sesuai dengan arus pembelajaran abad ke 21. Kajian ini juga dilihat sebagai pemangkin awal bagi meluaskan bidang pengukuran Islam dalam sistem pendidikan di Malaysia.

Blooming Autonomy: Reflections on the Use of Bloom’s Taxonomy in a TESOL Graduate Course

Relay Journal ◽  
2020 ◽  
pp. 5-24
Author(s):  
Gordon Myskow ◽  
Sina Takada ◽  
Kazune Aida
Keyword(s):  
Cognitive Processes ◽  
Junior High School ◽  
Subject Matter ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Graduate Course ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy

Bloom’s Taxonomy is a highly influential framework for classifying cognitive processes and developing course objectives. It has been used by curriculum planners and teachers of subject-matter courses such as history and mathematics to ensure that courses address a variety of cognitive abilities. With the growing emphasis on subject-matter instruction in English language education, as evidenced in approaches such as Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI), Bloom’s Taxonomy has also become increasingly relevant to language teachers. In this paper, participants in a TESOL graduate course for in-service teachers share their experiences using Bloom’s Taxonomy as a reflective tool for examining educational practices in their contexts. Summaries of reflective diaries are presented and analyzed by course participants for themes among them. Key themes are 1) increased awareness of the over/under emphasis of some cognitive processes in courses, 2) the challenges of incorporating higher-order thinking skills into classes, and 3) the importance of scaffolding higher-order thinking skills. Each of the Taxonomy’s cognitive processes and subprocesses are illustrated in the paper using pedagogical materials developed for a Japanese junior high school EFL textbook reading passage. The authors conclude that Bloom’s Taxonomy can be a valuable resource not just for raising awareness of the extent to which higher or lower-order thinking skills are addressed in courses but for empowering teachers to make informed choices about their course content, thus contributing to greater teacher autonomy.

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