scholarly journals Development of Test Instruments Based on Revision of Bloom's Taxonomy to Measure the Students' Higher Order Thinking Skills

2020 ◽  
Vol 9 (1) ◽  
pp. 21
Author(s):  
Dwi Oktaviana ◽  
Utin Desy Susiaty
Keyword(s):  
Model Development ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Material Test ◽  
Revised Bloom's Taxonomy ◽  
Test Instrument ◽  
Bloom’S Taxonomy ◽  
Difficulty Index ◽  
Bloom Taxonomy

The objectives of this study were to determine: (1) the appropriateness of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS student; (2) the quality of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS student; and (3) analysis of potential effects on the use of test instruments for comparison material based on Revised Bloom's Taxonomy to measure HOTS students'developed. This research is development research with the Tessmer model development design. The subjects of this research were all students of class VIII SMP Koperasi Pontianak. The research data was obtained based on the expert's / expert's assessment of the test instrument, the results of the test small group which will be analyzed in terms of validity, difficulty index, distinguishing power, and item reliability, as well as the results of the tests field test which will be analyzed related to potential effects. The results showed that: (1) the feasibility of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS students'reached the valid criteria level; (2) the quality of the comparative material test instrument based on the Revised Bloom Taxonomy to measure the HOTS of students reaching the criteria level is valid, difficult, has poor distinguishing power, and is declared to have low feasibility as a research instrument; (3) analysis of potential effects on the use of test instruments for comparison material based on Revised Bloom's Taxonomy to measure HOTS to student achieve an effectiveness level of 68.96% with the criteria for positive potential effects.

scholarly journals Developing Cognitive Test Based on the Revised Bloom’s Taxonomy on The Structure and Cell Function Material for XI Grade Students in Senior High School of Tarakan City

2017 ◽  
Vol 3 (2) ◽  
pp. 174
Author(s):  
Zulfadli Zulfadli
Keyword(s):  
Cell Function ◽  
Bloom's Taxonomy ◽  
Cognitive Test ◽  
Test Model ◽  
Discrimination Power ◽  
Test Tool ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Empirical Tests

This research was to develop a cognitive test tool based on Revised Bloom’s Taxonomy. This study aimed to determine the quality of the test based on experts assessment, to measure the level of validity, reliability, and to determine the difficulty levels of the questions, discrimination power, and distractors. This research employed Research and Development (R&D) method. The development test model used was the 4D procedure which was modified into three steps: define, design, and develop. The subjects were the Science students of XI grade at SMAN 2 Tarakan and SMA Muhammadiyah Tarakan.  The results of the study were: (1) the experts validation analysis showed that the cognitive test has been categorized as  valid which the value was 4.28 (2) The quality of cognitive test  were: (A) the 90% items were valid, while 10% were invalid. (B) the reliability value was 0.79 (highly reliable) (C) the levels of difficulty were: easy (27%), moderate (53%), difficult (20%). (D)the test discrimination index were: weak (10%), sufficient (33%), good (53%), and either once (3%). (E) distractors effectiveness: effective category (85%), ineffective (15%). Assessment results from expert validators and empirical tests indicate that this cognitive test device is feasible to use and apply. The uniformity of this level of difficulty makes the quality of items were good to use. The discrimination power of these test tool, which has good value, indicate that the high diversity of items is able to measure students' abilities.

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 Cognitive Level Analysis of Problems in Mathematics Textbook Class XII Revision 2018 Materials of Congress and Construction Based on the Revised Bloom Taxonomy

2021 ◽  
Vol 2 (2) ◽  
pp. 14-25
Author(s):  
Dira Oktia Mita ◽  
Ringki Agustinsa ◽  
Edi Susanto
Keyword(s):  
Bloom's Taxonomy ◽  
Cognitive Level ◽  
Mathematics Textbook ◽  
Descriptive Research ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
Level Of Understanding ◽  
Bloom Taxonomy ◽  
Level Analysis

Abstract:This study aims to describe the distribution of cognitive levels of questions in the 2018 Revised Class XII Mathematics Textbook for Congruence and Similarity Based on Bloom's Taxonomy. Bloom's Taxonomy used is a revised Bloom's Taxonomy with cognitive process dimensions consisting of: remembering(C1), understanding(C2), applying(C3), analyzing(C4), evaluating(C5), and creating(C6). This type of research was descriptive research with a qualitative approach. Sources of data in this study were questions about the material congruence, similarity and competency test questions contained in the mathematics textbooks of class XII students. The research was carried out with the method of collecting documentation data and using research instruments in the form of analysis sheets and analysis conformity sheets. The results showed that the distribution of the cognitive level of questions on the congruence and similarity material contained the cognitive level of understanding(C2) as much as 18.2%, applying(C3) as much as 50% and analyzing(C4) as much as 31.8%, with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. Keywords: Mathematics Textbook, Congruence, Similarity, Question, Revised Bloom's Taxonomy, Cognitive Level.

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.

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.

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.

scholarly journals Evaluation of Activities in Secondary School Level Turkish Workbooks According to Types of Memory and Revised Bloom’s Taxonomy

2019 ◽  
Vol 12 (4) ◽  
pp. 185
Author(s):  
Fidan Uğur
Keyword(s):  
Secondary School ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
School Level ◽  
Academic Knowledge ◽  
Grade Levels ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Secondary School Level ◽  
Semantic Dimension

This study analyzes the activities in the Turkish student workbooks in the framework of secondary school level Turkish courses based on the literature of “memory, information processing process, memory-learning relationship and the Revised Bloom’s Taxonomy.” It seeks to determine which activities are associated with which type of information in the parts of the long-term memory (semantic memory and episodic memory), and to identify the steps in the Revised Bloom’s Taxonomy which these information are linked to. The study further presents the distribution of the activities in the books according to the Revised Bloom’s Taxonomy. Based on the results, the inspection of the distribution of the activities in the books in terms of semantic and episodic information reveals that there are more activities for the semantic dimension in all grade levels. Most of the activities in the semantic dimension, which includes academic knowledge and skills, are intended for the lower-order thinking skills; in the episodic dimension, the highest number of the activities are designed at the level of create whilst the lowest number of the activities are intended for the level of analyze and evaluate in all grade levels. The inspection of the distribution of all the activities in the books according to the Revised Bloom’s Taxonomy points to that there are less activities at the level of analyze, evaluate and create, which entail higher-order thinking skills, whilst there are more activities at the level of remember, understand and apply in all grade levels.

scholarly journals Implementation of Revised Bloom Taxonomy in Developing Chemistry Questions in the Domain of Knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Bekti Mulatsih
Keyword(s):  
Cognitive Processes ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Cognitive Level ◽  
Chemistry Teachers ◽  
Knowledge Based ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Essay Tests ◽  
Bloom Taxonomy

The application of the revised Bloom's taxonomy in the development of chemistry problems in the domain of knowledge is still difficult for some chemistry teachers. This paper is a practical study of the preparation of learning objectives and the development of chemical items by applying the revised Bloom's taxonomy which includes three domains, namely knowledge (cognitive), attitude (affective), and skills (psychomotor). This paper is focused on the preparation of learning objectives and the development of chemistry items for the assessment of the domain of knowledge which includes the levels of remembering, understanding, applying, analyzing, evaluating, and creating. The six cognitive processes are sequential from the lowest cognitive processes to the highest cognitive processes called C1-C6 cognition processes. The methodology in this paper consists of three steps, namely examining the meaning of each level of cognition in the revised Bloom taxonomy, developing learning objectives that are in accordance with the cognitive level being studied and continuing with the arrangement of the problem items in chemistry subjects. The strengths of this study are very helpful for chemistry teachers in developing learning objectives and chemistry questions in the domain of knowledge based on the revised Bloom taxonomy, because this study is equipped with descriptions of each cognitive process, examples of learning objectives and appropriate question items. Examples of questions given in this paper are multiple choice types and essay tests, because each type of question has its advantages. The result of this study is that the application of the revised Bloom's taxonomy to the development of chemical problems requires an understanding of each level of the cognitive level in the revised Bloom's taxonomy, as the basis for developing learning objectives and the appropriate problem questions.

scholarly journals Critical Thinking Skills in a Secondary School Pakistan Studies Textbook: A Qualitative Content Analysis

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 84-95
Author(s):  
Hamna Naseer ◽  
Yaar Muhammad ◽  
Sajid Masood
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Qualitative Content Analysis ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Cognitive Domains ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

The purpose of this study was to examine the critical thinking skills incorporated in text-based questions and tasks in the Pakistan Studies textbooks of secondary level. The Pakistan Studies textbook produced by the Punjab Textbook Board for ninth was analyzed using qualitative content analysis based on cognitive domains derived from six levels of revised Bloom's taxonomy. Moreover, the text-based questions were then analyzed by categorizing them under the nine pre-determined analytic categories of Socratic taxonomy. These categories depicted the questions that challenge the critical thinking skills of learners. The findings revealed that the text-based question incorporated in the selected textbook of Pakistan Studies was not conducive to developing critical thinking skills among students. Except for one question, none of the questions fell under higher-order thinking levels of revised Bloom's taxonomy. Furthermore, based on analytic categories, text-based questions showed a little inclination towards the questions of clarification, whereas none represented other categories. Therefore, textbook developers need to focus on the induction of critical thinking skills in the text-based questions and tasks of textbooks.

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