scholarly journals Generating Indonesian Question Automatically Based on Bloom’s Taxonomy Using Template Based Method

2018 ◽  
pp. 145-152 ◽  
Author(s):  
Selvia Ferdiana Kusuma ◽  
Rinanza Zulmy Alhamri
Keyword(s):  
Learning Process ◽  
Evaluation Process ◽  
Bloom's Taxonomy ◽  
Field Evaluation ◽  
Final Evaluation ◽  
Generation Process ◽  
New Materials ◽  
Question Generation ◽  
Identification Process ◽  
Bloom’S Taxonomy

In education field, evaluation is needed to know the extent to which the learning process has been done. The evaluation process can be done through the provision of questions with varying degrees of difficulty. However, making questions with varying degrees of difficulty is not easy. Someone must understand the whole new materials to make the question. If there are a lot of materials, it takes a little time to change them to be a question. Therefore, it is necessary to automate the question generation process, in order to facilitate and accelerate the question generation process. This research introduces a template-based method to generate questions based on New Bloom's Taxonomy. There were 4 stages in this research, dataset collection, pattern identification process, question generating process & classification, and final evaluation process result. The dataset consists of 60 samples of paragraphs that derived from 9 courses of study courses Informatics Engineering. The 60 paragraphs produced 278 sentences and 654 questions. The proposed method is capable of producing an accuracy of 81.65% to generate questions using New Bloom's Taxonomy classification. So it can be concluded that the proposed method can be used to generate questions with varying difficulty levels in accordance with New Bloom's Taxonomy.

scholarly journals WordNet and Cosine Similarity based Classifier of Exam Questions using Bloom’s Taxonomy

2016 ◽  
Vol 11 (04) ◽  
pp. 142 ◽  
Author(s):  
Kithsiri Jayakodi ◽  
Madhushi Bandara ◽  
Indika Perera ◽  
Dulani Meedeniya
Keyword(s):  
Language Processing ◽  
Evaluation Process ◽  
Bloom's Taxonomy ◽  
Cosine Similarity ◽  
Stop Word ◽  
Bloom’S Taxonomy ◽  
Similarity Algorithm ◽  
Question Category ◽  
Rule Set ◽  
Derived Rules

Assessment usually plays an indispensable role in the education and it is the prime indicator of student learning achievement. Exam questions are the main form of assessment used in learning. Setting appropriate exam questions to achieve the desired outcome of the course is a challenging work for the examiner. Therefore this research is mainly focused to categorize the exam questions automatically into its learning levels using Bloom’s taxonomy. Natural Language Processing (NLP) techniques such as tokenization, stop word removal, lemmatization and tagging were used before generating the rule set to be used for this classification. WordNet similarity algorithms with NLTK and cosine similarity algorithm were developed to generate a unique set of rules to identify the question category and the weight for each exam question according to Bloom’s taxonomy. These derived rules make it easy to analyze the exam questions. Evaluators can redesign their exam papers based on the outcome of the evaluation process. A sample of examination questions of the Department of Computing and Information Systems, Wayamba University, Sri Lanka was used for the evaluation; weight assignment was done based on the total value generated from both WordNet algorithm and the cosine algorithm. Identified question categories were confirmed by a domain expert. The generated rule set indicated over 70% accuracy.

Six Sigma learning evaluation model using Bloom’s Taxonomy

2018 ◽  
Vol 9 (1) ◽  
pp. 156-174 ◽  
Author(s):  
Gabriela Fonseca Amorim ◽  
Pedro Paulo Balestrassi ◽  
Rapinder Sawhney ◽  
Mariângela de Oliveira-Abans ◽  
Diogo Leonardo Ferreira da Silva
Keyword(s):  
Six Sigma ◽  
Conceptual Knowledge ◽  
Evaluation Model ◽  
Evaluation Process ◽  
Bloom's Taxonomy ◽  
Content Type ◽  
Learning Evaluation ◽  
Bloom’S Taxonomy ◽  
Innovative Learning ◽  
Training Quality

Purpose This paper aims to propose a learning evaluation model for Green Belts and Black Belts at the training level. A question bank has been developed on the basis of Bloom’s learning classification and applied to a group of employees who were being trained in Six Sigma (SS). Their results were then used to decide on the students’ approval and to guide the instructor’s plan of teaching for the next classes. Design/methodology/approach An action research has been conducted to develop a question bank of 310 questions based on the revised Bloom’s Taxonomy, to implement the evaluation model, and to apply it during the SS training. Findings The evaluation model has been designed so that the students do not proceed unless they have acquired the conceptual knowledge at each step of the DMAIC (Define, Measure, Analyze, Improve and Control) roadmap. At the end of the evaluation process, the students’ results have been analyzed. The number of mistakes in all stages of DMAIC was equal, implying that the training was uniform the entire roadmap. However, the opposite happened in each of the Bloom’s Taxonomy levels, showing that some skills need to be better stimulated by the instructor than others. Research limitations/implications The learning evaluation model proposed in this paper has been applied to a group of 70 employees who were being trained in SS at a Brazilian aircraft manufacturer. The data have been analyzed using Microsoft Excel® and Minitab® 17 Statistical Software. Originality/value Despite the abundance of courses offering the SS Green Belt and Black Belt certifications, there is no standard evaluation to ensure the training quality. Thus, this paper proposes an innovative learning evaluation model.

scholarly journals Examining the Reliability of a Culminating Teacher Education Assessment and Discovering Areas for Reform

2014 ◽  
Vol 2 (2) ◽  
pp. 3-18
Author(s):  
Lisa D. Murley ◽  
Rebecca Stobaugh ◽  
Pamela Jukes ◽  
Janet Tassell
Keyword(s):  
Learning Process ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Comprehensive University ◽  
Work Sample ◽  
Education Assessment ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Teacher Work

The purpose of this article is to provide an overview of the process used to examine the inter-rater reliability of the Teacher Work Sample (TWS) Scoring Rubric involved with the senior culminating experience for teacher candidates used at a large comprehensive university.     The study compared holistic and analytic scores reported by Student Teacher Seminar course instructors to those of trained participants to determine the consistency of ratings between the two groups.  The study resulted in several clear areas for revising the TWS for reliability and created a foundation for future revisions.  What may prove to be the most important finding of the study, however, is the need to examine the differences among scoring practices of raters because scoring varies among people.  Common errors include misinterpretation of scoring rubrics, prompts, the teaching and learning process, and even concepts such as revised Bloom’s Taxonomy.  This finding could be generalized to other universities as all education programs utilize scoring prompts and rubrics to measure teacher candidate performance and most all use  revised Bloom’s Taxonomy in the teaching and learning process.

scholarly journals Introducing NFT Model as a pedagogy using Dale’s and Bloom’s Taxonomy: A complementary tool for learning instruction

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Integrated Approach ◽  
Active Role ◽  
Relevant Information ◽  
Assessment Process ◽  
Learning Performance ◽  
Innovative Teaching ◽  
Bloom’S Taxonomy

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

scholarly journals Descriptive study of the kinds of questions asked by novice teacher on mathematics learning process

2017 ◽  
Vol 2 (1) ◽  
pp. 209
Author(s):  
Labiba Zahra ◽  
Tri Atmojo Kusmayadi ◽  
Budi Usodo
Keyword(s):  
Learning Process ◽  
Novice Teacher ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Bloom's Taxonomy ◽  
Structured Interview ◽  
Rhetorical Question ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Main Activity

<p class="Abstract">This study described the kinds of a question asked by novice teacher on mathematics learning process of senior high school. The data were collected by passive participation observation and a semi-structured interview. The validity of data was obtained through the triangulation of method, triangulation of time and member check. The data analysis technique used in this study is descriptive analysis. The result of this study showed that at the preliminary activity, the question asked by the novice teacher based on objective only compliance question. At the main activity, the novice teacher asked compliance question, prompting question, probing question and sometimes rhetorical question. The kind of questions based on the cognitive dimension of Revised Bloom’s Taxonomy that was asked by novice teacher only remembering question. At the main activity, the novice teacher asked the question of remember, understand, apply, analyse and evaluate. At the closing activity, the teacher does not ask the question based on objective and Revised Bloom’s Taxonomy. </p>

scholarly journals Mothers’ Knowledge, Understanding, and Use of the Bubble Chart in a Rural Area of Central Mexico

1996 ◽  
Vol 17 (3) ◽  
pp. 1-6 ◽  
Author(s):  
Homero Martínez ◽  
Miriam Muñoz de Chávez ◽  
Noé Guarneros ◽  
Alicia Ríos ◽  
Adolfo Chávez
Keyword(s):  
Weight Loss ◽  
Nutritional Status ◽  
Rural Area ◽  
Learning Process ◽  
Bloom's Taxonomy ◽  
Growth Chart ◽  
Central Mexico ◽  
Intervention Design ◽  
Post Intervention ◽  
Bloom’S Taxonomy

The bubble chart is a growth chart that has a vertical layout rather than the more common horizontal one, and bubbles instead of cries-crossing lines. The present project aimed to evaluate knowledge, understanding, and use of the bubble chart by 85 mothers living in a rural area of central Mexico. The evaluation was done with a pre-intervention post-intervention design, and was based on Bloom's taxonomy of the learning process, which defines a sequence that goes from knowledge to understanding (comprising translation, interpretation, and extrapolation), and finally to application. All areas evaluated showed an increase between pre-intervention and post-intervention, with a statistically significant (p <.05) increase in knowledge, interpretation, and application; the mothers ranked highest in knowledge. The children's nutritional status increased significantly (p <.0001) between pre-intervention and post-intervention. Except for one child, they had at least one period of weight loss during the study period. However, 81% of them gained weight most of the time (i.e., at least two-thirds of records showed weight increments), 7% maintained their weight most of the time (at least two-thirds of weight records showed neither gain nor loss), and 12% lost weight most of the time (at least two-thirds of records showed weight loss). Mothers of children who mostly gained weight had higher knowledge, understanding, and application scores (p <.01). Similarly, these mothers were most likely to perform all the activities promoted as part of the growth programme (p <.001).

scholarly journals Tinjauan Deskriptif Penerapan Higher Order Thinking dan Problem-Based Learning Pada Mata Kuliah Geometri Berdasarkan Kemampuan Matematika Mahasiswa

2018 ◽  
Vol 8 (2) ◽  
pp. 142-156
Author(s):  
Andri Anugrahana
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Two Dimensional ◽  
Problem Solving Skills ◽  
Bloom’S Taxonomy ◽  
High Level

Teaching and learning process in the classroom tends to use the process of memorizing and using the concept in Bloom's taxonomy. This study developed questions that invites students to perform high-level skill process of analyzing, evaluating, and creating, according to Bloom's taxonomy, which are the indicators of HOT (Higher Order Thinking). The HOT process is derived from students experience in learning and the knowledge of each student. This qualitative descriptive research aims to obtain a description of the HOT problem-solving process in the geometry course. Subjects in this study were 50 prospective elementary school teachers. The learning process begins with the students getting the problems given by the teacher, then discussing it in groups, and providing opportunities for students to express opinions or thoughts orally. The data collection was the results of the student's thinking process, problem-solving skills test, and interviews. The data analysis was done by doing data reduction, data presentation, also drawing conclusion and verification. The result showed that students experiencing high level skill process of analyzing, evaluating and creating. In the process of analyzing, the students proved the formula of the area of two-dimensional figures. In evaluating the stages, the students in the group conducted the examination, made guesses, did the experiment, and tested the allegations of what has been done. Furthermore, students were able to create and find various answers in the form of two-dimensional figures.

scholarly journals Bloom’s Taxonomy: Improving Assessment and Teaching-Learning Process

2016 ◽  
Vol 3 (2) ◽  
pp. 203 ◽  
Author(s):  
Muhammad Tufail Chandio ◽  
Saima Murtaza Pandhiani ◽  
Saima Iqbal
Keyword(s):  
Secondary Education ◽  
Learning Process ◽  
Research Study ◽  
Bloom's Taxonomy ◽  
Secondary Level ◽  
Assessment System ◽  
Bloom’S Taxonomy ◽  
The Subject ◽  
Teaching Learning ◽  
Level Of Analysis

<p>This research study critically analyzes the scope and contribution of Bloom’s Taxonomy in both assessment and teaching-learning process. Bloom’s Taxonomy consists of six stages, namely;remembering, understanding, applying, analyzing, evaluating and creating and moves from lower degree to the higher degree. The study applies Bloom’s Taxonomy to the prevailing assessment system at the level of secondary education in Sindh. The data are collected from the last five years’ question papers used by the Board of Intermediate and Secondary Education (BISE), Karachi, Hyderabad Sukkur at secondary level for the subject of English. The questions asked in these papers are classified and analyzed from the vintage point of Bloom’s Taxonomy to determine whether the present assessment system focuses on the lower degrees of learning like remembering, understanding, applying or it transcends to the higher degrees such as analyzing, evaluating and creating. The data are quantitative hence SPSS. 20 is used to analyze and draw conclusions and results. The findings of this study will help to improve both assessment and teaching-learning process, which will hopefully uplift the learner from the sheer practices of description, rote-learning and memorization to the profound level of analysis, evaluation and creativity.</p>

scholarly journals Bloom’s Taxonomy: Reforming Pedagogy Through Assessment

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Muhammad Tufail Chandio ◽  
Nishat Zafar ◽  
Ghulam Muhiuddin Solangi
Keyword(s):  
Learning Process ◽  
Bloom's Taxonomy ◽  
Assessment System ◽  
Pedagogical Practices ◽  
Analytical Skills ◽  
Learning Practices ◽  
Bloom’S Taxonomy ◽  
Sindh Province ◽  
Teachers And Students ◽  
Teaching Learning

The study analyses the scope and role of Bloom’s Taxonomy in reforming teaching-learning practices in the classroom. Bloom’s Taxonomy propounds that teaching-learning process and assessment items should transcend beyond lower domains of learning i.e. remembering, understanding and applying to the higher domains of learning namely analysing, evaluating and creating. However, this study establishes that teacher always teach in accordance with the normative assessment patterns and students also learn accordingly. In this case, if assessment system is predominantly focused on lower domains, the teaching-learning practices will never transcend to higher domains. This study employs Bloom’s Taxonomy to categorise and analyse each item included in the annual question papers designed by the Boards of Intermediate and Secondary Education (BISE) Karachi, Hyderabad, Sukkur and Mirpurkhas for the subject of English for grade XII. At Sindh province level, it has been found that 74% is exhausted for the lower domains whereas only 26% is used for higher domains. Given to the normative assessment practices, teachers and students would remain focused only on the lower domains, but by altering the course, the pedagogical practices and teaching-learning process in Sindh province can remarkably be reformed and transformed from sheer memorization and rote-learning to critical thinking, solution-making, knowledge-building process and analytical skills

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