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 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 An Evaluation of the Algerian EFL Baccalaureate Exam under the Cognitive Domains of Bloom’s Taxonomy

2020 ◽  
Vol 11 (4) ◽  
pp. 534-546
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 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.

Blooming Autonomy: Reflections on the Use of Bloom’s Taxonomy in a TESOL Graduate Course

Relay Journal ◽  
2020 ◽  
pp. 5-24
Author(s):  
Gordon Myskow ◽  
Sina Takada ◽  
Kazune Aida
Keyword(s):  
Cognitive Processes ◽  
Junior High School ◽  
Subject Matter ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Graduate Course ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy

Bloom’s Taxonomy is a highly influential framework for classifying cognitive processes and developing course objectives. It has been used by curriculum planners and teachers of subject-matter courses such as history and mathematics to ensure that courses address a variety of cognitive abilities. With the growing emphasis on subject-matter instruction in English language education, as evidenced in approaches such as Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI), Bloom’s Taxonomy has also become increasingly relevant to language teachers. In this paper, participants in a TESOL graduate course for in-service teachers share their experiences using Bloom’s Taxonomy as a reflective tool for examining educational practices in their contexts. Summaries of reflective diaries are presented and analyzed by course participants for themes among them. Key themes are 1) increased awareness of the over/under emphasis of some cognitive processes in courses, 2) the challenges of incorporating higher-order thinking skills into classes, and 3) the importance of scaffolding higher-order thinking skills. Each of the Taxonomy’s cognitive processes and subprocesses are illustrated in the paper using pedagogical materials developed for a Japanese junior high school EFL textbook reading passage. The authors conclude that Bloom’s Taxonomy can be a valuable resource not just for raising awareness of the extent to which higher or lower-order thinking skills are addressed in courses but for empowering teachers to make informed choices about their course content, thus contributing to greater teacher autonomy.

scholarly journals THINKING ORDER SKILLS OF READING COMPREHENSION QUESTIONS IN ENGLISH TEXTBOOK FOR ELEVENTH GRADE OF SENIOR HIGH SCHOOL BASED OF BLOOM’S TAXONOMY

2018 ◽  
Vol 6 (3) ◽  
Author(s):  
Nurasiah Lubis ◽  
Busmin Gurning ◽  
Masitowarni Siregar
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
English Language ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Senior High School ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy

The objective of this study aimed to analyzing higher order thinking skills of reading comprehension questions in English textbook for eleventh grade of senior high school. It also used qualitative research method for collected, analyzed and classified reading questions based on revised of Bloom’s Taxonomy. The data of this study were taken from reading comprehension questions in Contextual English textbook. The findings showed that the distribution of the higher order thinking skills looks like: the analyze skill obtains 20 out of 155 reading comprehension questions (12.9%) while the evaluate skill only obtains 4 out 155 questions (2.6%) and the create skill obtains 2 out of 155 questions (1.2%). The dominant level of the higher order thinking skills contained in analyze skill (12.9%). These results do not achieve proportion of thinking order skills namely 30% for C1 and C2, 40% for C3 and C4, and 30% for C5 and C6. It shows that the distribution of the higher order thinking skills in the reading comprehension questions in Contextual English textbook is unequal. Key words: English language textbook, reading comprehension questions,revised edition of Bloom’s Taxonomy.

scholarly journals Analysis Of Question Papers In Engineering Courses With Respect To Hots (Higher Order Thinking Skills)

2015 ◽  
Vol 6 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Sowmya Narayanan ◽  
M. Adithan
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Higher Order Thinking Skills ◽  
Engineering Faculty ◽  
Bloom’S Taxonomy

It is generally perceived that a substantial number of engineering faculty are still unaware of alternative educational methods, and many who are aware of them choose not to incorporate them into their approach to teaching. There are several likely reasons for this inertia, aside from the inevitable human resistance to change. The primary focus of imparting information is restricted to fulfilling the course requirements and, the upcoming term end examination. It is imperative to adopt a change from teaching to learning paradigm engaging the students in Higher Order Thinking Skills. Knowledge and technological advancements are changing the role of engineering and engineering faculty in the society. Engineering Education reforms need to focus on inductive teaching and stimulated learning. Students should be taught critical thinking skills and creative thinking skills to keep pace with the rapidly changing engineering profession. This paper reports the study done to test and explore the faculty awareness of Bloom’s Taxonomy of Educational Objectives in the cognitive domain and Higher Order Thinking Skills (HOTS) and to evaluate question papers set by engineering faculty with respect to HOTS as proposed by Bloom’s Taxonomy. Various active learning strategies to enhance critical thinking skills and creative thinking skills of the students are recommended for use by the faculty in their interactions with the students. 

THINKING ORDER SKILLS OF READING COMPREHENSION QUESTIONS IN ENGLISH TEXTBOOK FOR ELEVENTH GRADE OF SENIOR HIGH SCHOOL BASED OF BLOOM’S TAXONOMY

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Nurasiah Lubis And Busmin Gurning
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Senior High School ◽  
Higher Order Thinking Skills ◽  
School Based ◽  
Bloom’S Taxonomy

The objective of this study aimed to analyzing higher order thinking skills of reading comprehension questions in English textbook for eleventh grade of senior high school. It also used qualitative research method for collected, analyzed and classified reading questions based on revised of Bloom’s Taxonomy. The data of this study were taken from reading comprehension questions in Contextual English textbook. The findings showed that the distribution of the higher order thinking skills looks like: the analyze skill obtains 20 out of 155 reading comprehension questions (12.9%) while the evaluate skill only obtains 4 out 155 questions (2.6%) and the create skill obtains 2 out of 155 questions (1.2%). The dominant level of the higher order thinking skills contained in analyze skill (12.9%). These results do not achieve proportion of thinking order skills namely 30% for C1 and C2, 40% for C3 and C4, and 30% for C5 and C6. It shows that the distribution of the higher order thinking skills in the reading comprehension questions in Contextual English textbook is unequal.

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