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 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.

READING EXERCISES FOR VIII GRADE STUDENTS BASED ON BLOOM’S TAXONOMY

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Intan Permata Sari And Indra Hartoyo
Keyword(s):  
Data Analysis ◽  
Lower Order ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Level Of Education ◽  
Bloom’S Taxonomy

This study is aimed at (1) analyzing reading exercises based Bloom’s taxonomy for VIII grade in English on Sky textbook. (2) Found the distribution of the lower and higher order thinking skill in reading exercises. (3) To reason for level reading exercises. After analyzed the data, the result of the data analysis also infers that the six levels of Bloom’s taxonomy in reading exercises weren’t applied totally. The creating skill doesn’t have distribution in reading exercise, and the understanding – remembering level more dominant than another levels. The distribution of the higher order thinking level was lower than the lower order thinking level and the six levels are not appropriate with the proportion for each level of education based Bloom’s taxonomy, such as the distribution of the creating level in the reading exercise must be a concern because no question that belong to the creating level. It was concluded that reading exercises in English on Sky textbook cannot improve students' critical thinking skills for VIII grade.

BLOOM'S DIGITAL TAXONOMY AND MODEL OF DIGITAL TRANSFORMATION OF EDUCATION IN THE EDUCATIONAL PROCESS OF UNIVERSITY

2019 ◽  
pp. 42-48 ◽  
Author(s):  
M. Yu. Glotova ◽  
E. A. Samokhvalova
Keyword(s):  
Cognitive Skills ◽  
Digital Technologies ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Higher Order ◽  
Educational Process ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy ◽  
The Relationship ◽  
Samr Model

The article describes the integration of digital technologies in the educational process by SAMR model (Substitution, Augmentation, Modification, Redefinition) developed by Ruben Puentedura. The stages of the use of digital technologies in the educational process are considered. The application of these technologies to improve learning is justified. The examples are given that demonstrate the stage of routine use of digital technologies at the levels of Substitution and Augmentation, and the stage of innovative use of digital technologies at the levels of Modification and Redefinition. Bloom’s taxonomy is described, which is learning through a set of concepts that begin with lower-order thinking skills and advance to higher-order thinking skills. The relationship between the SAMR model and the development of higher-order cognitive skills in Bloom’s taxonomy was studied. An example of the joint use of the SAMR model and Bloom’s taxonomy in the framework of the formation of digital competencies of future teachers when studying the discipline “Digital education technologies” is considered.

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 Analisis Tingkat Kognitif Pretes Fisiologi Kedokteran UNS 2018/2019 Ditinjau dari Ranah Kognitif Taksonomi Bloom Revisi

2019 ◽  
Author(s):  
Febby Gunawan Siswanto
Keyword(s):  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
First Year ◽  
Multiple Choice Questions ◽  
Descriptive Research ◽  
Bloom’S Taxonomy ◽  
Qualitative Descriptive ◽  
High Level

High level of cognitive, as an important part of medical education, can be trained by appropriate higher order thinking exams. A taxonomy called Bloom’s Taxonomy fits to be the standard of creating test for medical student and analyzing cognitive level of medical exams. The purpose of study is to analyze cognitive levels of physiology pretests of first year medicine in Sebelas Maret University 2018/2019. This is a qualitative descriptive research. The data are gained from documentation of six exams and analyzed by Revised Bloom’s Taxonomy. There were 106 multiple choice questions in the pretest (51%=remember; 15%=understand; 12%=apply; 17%=analyze; 3%=evaluate; 2%=create). A half of the questions showed the lowest levels of lower order thinking skills. On the other hand, the highest level of higher order thinking skills’ questions came from package D and E. Therefore, reconstruction of physiology pretest of Medicine Sebelas Maret University 2018/2019 is needed for creating questions that equal to cognitive level’s demand of medical students.

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 A Portrait of English Secondary Teachers in Indonesia in Exploiting Questions Referring to Bloom’s Taxonomy

2020 ◽  
Vol 4 (4) ◽  
pp. 907
Author(s):  
Dahnilsyah Dahnilsyah
Keyword(s):  
Qualitative Content Analysis ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
English Teachers ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
First Century ◽  
Bloom’S Taxonomy ◽  
Youtube Videos

Abstract This study sheds light on the skill of three secondary school English teachers in Indonesia in making use of questions referring to the Bloom’s Taxonomy to keep students engaged in the course of the lesson. It adopts qualitative content analysis where the stages of decontextualization, recontextualization, categorization, and compilation were conducted. Three YouTube videos which provide the teaching performance of these three teachers had been the data collected in this study. From the findings, it discovers that these three English teachers still preferred applying the lower-order thinking questions to higher-order thinking questions which had been the type of teachers in Asia, including Indonesia. Consequently, students did not get ample chance to develop their critical thinking skills. This study therefore highly recommends that teachers need to get much exposure to the higher-order thinking questions as it is one of the demanding skills needed in the 21 first century.

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