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

scholarly journals Effects of Over-Crowded Classes on Teaching Learning Process at Secondary Level in District Nankana Sahib

2018 ◽  
Vol III (IV) ◽  
pp. 212-227
Author(s):  
Saeed Ahmad ◽  
Muhammad Arshad ◽  
Zia Ahmad Qamar
Keyword(s):  
Science Teachers ◽  
Learning Process ◽  
Research Study ◽  
Evaluation Process ◽  
Secondary Level ◽  
Research Problem ◽  
Structured Interview ◽  
Validity And Reliability ◽  
The Government ◽  
Teaching Learning

The researcher aimed at investigating the effects of overcrowded classes on the teaching learning process at secondary level. By nature, this research study was descriptive so survey research design was employed and a closed ended questionnaire having twenty items related to the research problem were developed on five point Likert’s scale for the teachers (Senior Science Teachers) and the 10th grade students of government high schools from three tehsils of district Nankana Sahib. Pilot study was conducted to achieve the reasonable face and content validity and reliability, expert opinions and testretest techniques were used and 0.891 Pearson’s product moment was assured. One hundred (100) questionnaires for SSTs both males and female and 120 questionnaires for students both boys and girls were administered personally and with the help of some friends, six principals both of male and female were interviewed using structured interview schedule data collection technique and data was collected. On the basis of analysis and interpretation of data, indiscipline classes due to overcrowdings affect the teaching learning process badly; the performance of the students is not easily assessed in overcrowded classes and teachers are unable to interact with students easily in overcrowded classes were the conclusions of this research study. The researcher suggested that the government must make it possible to implement the law of recommended class size and reduce the problem by building more classrooms for the students at secondary level. Policy makers may formulate the policies for the effective assessment and evaluation process.

scholarly journals Shredding an EFL textbook: methodological implications in Secondary Education

2021 ◽  
Vol 2 (2) ◽  
pp. 1495-1513
Author(s):  
Sonia María Martínez Ponce
Keyword(s):  
Secondary Education ◽  
General Population ◽  
Learning Process ◽  
The Subject ◽  
Teaching Learning

The purpose of this paper is to show the qualities, methodology and characteristics of an EFL textbook. To do this, a detailed bibliographic review was carried out that served as the foundation to obtain the vision and background necessary to face, in the most objective way and with the broadest possible vision, the main objective  —to show the qualities, methodology and characteristics of a EFL textbook— of research. The approach of the present work has been carried out in such a way that it can be easily understood not only by professors and researchers who are experts on the subject but also by the general population  —due to the importance of the involvement of families in the teaching-learning process—

scholarly journals L’atome Dans Le Manuel Scolaire De L’enseignement Secondaire Au Maroc

2018 ◽  
Vol 14 (28) ◽  
pp. 154
Author(s):  
Ben mesaoud, M. ◽  
Belfazga M. ◽  
Radid M. ◽  
Dakkach M. ◽  
Janati-Idrissi R. ◽  
...  
Keyword(s):  
Secondary Education ◽  
Learning Process ◽  
Common Core ◽  
Descriptive Study ◽  
Didactic Transposition ◽  
Institutional Learning ◽  
The Subject ◽  
The Common ◽  
Teaching Learning ◽  
Didactic Presentation

Textbooks play a significant role in the teaching-learning process as a result of didactic transposition, and as a vehicle employed for institutional learning. This descriptive study is devoted to conducting a thematic didactic analysis of textbooks of physics and chemistry of the common core of science and technology of secondary education in Morocco on the subject of atom. This paper focuses on contributing to the treatment of one of the problems that deals with the didactic transposition of the scientific concepts related to the "atom", in order to detect the different problems that can hinder their teachinglearning process. At the methodological level, we used a specific prior grid applied to the same theme. This allowed us to draw a hypothesis on the possible effect of the didactic presentation of concepts related to the atom in understanding the students. It also aim to propose recommendations to remedy the imbalances observed; such as: the dissymmetry between textual and figurative aspects, the absence of analogy, the problem of modeling, and the upgrading between objectives, contents, and proposed activities, etc.

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY WATCHING MOVIE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Yohanna Situmeang And Busmin Gurning
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Teachers ◽  
Narrative Text ◽  
Narrative Writing ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Orientation Test

This study was attempted to improve students’ achievement in writing narrativetext by watching movies. This study was conducted by using classroom action researchin two cycles. Cycle I consisted of four meetings while Cycle II consisted of twomeetings. The subject of the research was class VIII-A SMP SWASTA IMMANUELMEDAN. The number of the students was 34. To collect the data, the instruments werequantitative and qualitative data. The quantitative data was the scores of the studentsand the qualitative data was interview sheets, observation sheets, and diary notes. Basedon the writing score, students’ score were improving in every test. It can be seen inOrientation test, Test I in Cycle I, and Test II in Cycle II. In Orientation test, the meanscore was 37.94 then it was improved to 65.85 in Test I. In the end of cycle II, the meanscore for test II was again improved to 83.41. Based on interview sheets, observationsheets and diary notes, it was found that teaching-learning process ran well. In line withthe data, it showed that the application of watching movies significantly improvedstudent’s achievement in writing narrative text. English teachers were suggested to givemovies to be watched as guidance on students’ narrative writing in the class.

IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH THE PROCESS GENRE APPROACH

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Sri Wuri Handayani And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Score Test ◽  
Writing Achievement ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Orientation Test ◽  
Interview Questionnaire

This study attempts to Improving Students’ Achievement Through the Process GenreApproach. The objective of the study is to discover whether the use of the ProcessGenre approach could significantly improve students’ writing achievement. This studyconduct by applying Classroom Action Research which was carried out in two cycles inten meetings. The subject of this study of SMA Panca Budi Medan which consisted of39 students of class X – 2 reguler.. Orientation test was done in the first meeting, test IIwas done in the fourth meeting, and test III was done in the last meeting. The mean ofstudents’ score test III (76,242) was higher than the test II (66,878) and test I (57,606).Besides, the qualitative data was taken from observation sheet, interview, questionnaire,and diary notes. It was found that teaching learning process ran well. By applying theProcess Genre Approach in the classroom, the students understood the content ofdescriptive text easily. They also were active and enthusiastic during the teachinglearning process. The result of the research showed that the application of the ProcessGenre approach significantly improved students’ achievement in writing descriptive text

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

IMPROVING GRADE V STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH FLASH CARDS

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Sabatini Sitorus And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Vocabulary Test ◽  
Flash Cards ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Vocabulary Achievement

This study attempts to increase students’ vocabulary achievement by using flash cards. The objective of the study is to investigate whether the using of flash card can improve students’ vocabulary achievement. This study conduct by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study of SD Negeri 174559 Siraituruk, Porsea which consisted of 34 students. For collecting data, the instruments used were quantitative (vocabulary test) and qualitative data (interview sheet, observation sheet, and diary notes. Based on the data, it was found that the mean of the second cycle (80, 44) is higher than the mean of first cycle (64, 85) and pre-test (44, 41).  Based on interview sheet, observation sheet and diary notes, it was found thee students were more active and more enthusiastic during the teaching learning process in the second cycle than the first one. It was concluded that teaching vocabulary by using  flash cards can improve the students’ vocabulary achievement.

IMPROVING STUDENT’S VOCABULARY ACHIEVEMENT IN WITING DESCRIPTIVE TEXT THROUGH MAKE A MATCH METHOD

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Irma Lely Lumban Gaol And Johan Sinulingga
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Learning Process ◽  
Match Method ◽  
Writing Test ◽  
The Subject ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Descriptive Writing ◽  
Vocabulary Achievement

This study is concerned with the improving student’s vocabulary achievement in writing descriptive text through Make a Match Method. The objective of this study was to discover whether the use of Make a Match Method could significantly improve students’ vocabulary achievement in writing descriptive text. This study was conducted by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study was students of SMA Negeri 1 Pollung which consisted of 34 students. The instruments for collecting data were descriptive writing test, observation sheet, questionnaire sheet, and diary notes. The techniques for data analysis were quantitative and qualitative. It was found that teaching-learning process ran well. Students were active, enthusiastic and interested on writing descriptive text. The result of this study showed that the use of Make a Match Method significantly improved student’s vocabulary achievement in writing descriptive text.

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