A Causal Model Analysis of Bloom’s Taxonomy

1973 ◽  
Vol 10 (4) ◽  
pp. 253-262 ◽  
Author(s):  
George F. Madaus ◽  
Elinor M. Woods ◽  
Ronald L. Nuttall

The causal model approach used in this study tested the cumulative hierarchical structure of the six major taxonomic levels of Bloom’s Taxonomy by measuring the strengths of the linear relationships (“links”) between levels. The assumed hierarchy should have direct links between adjacent levels and should have no indirect links between nonadjacent levels. The magnitude of these direct and indirect links was measured by constructing a causal model using multiple regression procedures. A parallel causal model method of analysis was used for determining the effect of introducing a “g” factor of general ability into the causal flow of the taxonomic structure. The results of the study suggest that both the direct and indirect causal links of the cumulative hierarchical taxonomic structure are extremely dependent on a “g” factor.

Cubic Journal ◽  
2021 ◽  
pp. 4-15
Author(s):  
Jae-Eun Oh ◽  
Francesco Zurlo

Design education has significantly changed since the 1950s. The era depended widely on normative models such as those proposed by Benjamin Bloom (Bloom et al. 1956) and his collaborators, which resulted in the formulation of Bloom's Taxonomy. Comprising six interchangeable layers (knowledge, comprehension, application, analysis, synthesis, and evaluation) of higher and lower thinking, Bloom's taxonomy sets in place an archetypal model for education that thrives on object-driven goals. Here, pedagogical interchange and the object-driven and organised structure of education can adapt to each layer within the taxonomic structure.


MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Jeanne Schlesinger ◽  
Adam Persky ◽  
Faculty Learning Community

Author(s):  
Intan Permata Sari And Indra Hartoyo

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.


Author(s):  
Renata Orosova ◽  
◽  
Katarina Petrikova ◽  
Volodymyr Starosta ◽  
◽  
...  

2021 ◽  
pp. 1-12
Author(s):  
Seetha U. Monrad ◽  
Nikki L. Bibler Zaidi ◽  
Karri L. Grob ◽  
Joshua B. Kurtz ◽  
Andrew W. Tai ◽  
...  

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