scholarly journals Justification on the Selection of Revised Edition of Bloom's Taxonomy in the Levels of Oral Questioning in the Process of Teaching Mathematic in Malaysia

2019 ◽  
Vol 8 (12S2) ◽  
pp. 586-592
Keyword(s):  
Bloom's Taxonomy ◽  
Learning Processes ◽  
Cognitive Domain ◽  
Solo Taxonomy ◽  
Teaching Mathematic ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
Educational Trends ◽  
Teaching Of Mathematics ◽  
Selection Of

This paper discusses a few taxonomies in education that are frequently used in various studies. Although there are other types of taxonomy that have been used by researchers in exploring the cognitive domain of the learning processes such as SOLO Taxonomy, Fink’s Taxonomy and Marzano Taxonomy, yet the use of the Revised Edition of Bloom's Taxonomy was considered as the most justified for the study on the cognitive levels of oral questioning used by teachers in the teaching of mathematics. This paper will highlight comparison between all of these taxonomies and further justify the researcher’s selection of the Revised Edition of Bloom's Taxonomy according to the suitability and needs of the study as well as the educational trends in Malaysia.

scholarly journals A comparison of the reliability of the Solo- and revised Bloom's Taxonomy-based classifications in the analysis of the cognitive levels of assessment questions

2017 ◽  
Vol 7 (4) ◽  
pp. 637-662 ◽  
Author(s):  
Mustafa İlhan ◽  
Melehat Gezer
Keyword(s):  
Generalizability Theory ◽  
Bloom's Taxonomy ◽  
Residual Variance ◽  
Solo Taxonomy ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
Main Effect ◽  
Assessment Questions

This study aims to compare the reliability of SOLO and revised Bloom's taxonomy-based (RBT) classifications in the determination of the cognitive levels of the assessment questions. The data were obtained by three experts' examination of the assessment questions in the Seventh Grade Social Studies Textbook published by the Ministry of National Education and Eight Grade Science and Technology Textbook published by Yıldırım Publishing in 2015. The collected data were analyzed in a crossed design whereby the assessment questions were the object of measurement and the experts were the facet on the basis of the generalizability theory. It was found that the variance percentage of the main effect of the assessment question was found to be higher in the SOLO-based classifications. The variance component related to the experts' main effect and the residual variance values were found to be higher in the RBT than in the SOLO taxonomy. In conclusion, compared to the RBT, the SOLO-based classifications were found to have higher G and Phi coefficients. These results indicate that SOLO taxonomy seems to be more reliable than RBT in the determination of the cognitive level of assessment questions.

scholarly journals Evaluation of Chemistry Questions in the General Secondary Examination in Jordan for Years 2010 – 2015

2016 ◽  
Vol 8 (4) ◽  
pp. 10 ◽  
Author(s):  
Zuhair M Allouh
Keyword(s):  
Statistical Treatment ◽  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Chemical Calculation ◽  
Chi Square ◽  
Educational Processes ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
The Stability ◽  
Criteria For Evaluation

<p>This study aimed to evaluate chemistry questions from the General Secondary Examination<br />in Jordan (Altawjihi) for the years 2010 – 2015. Criteria for evaluation included type of<br />questions (objective vs. essay), inclusion of Bloom's Taxonomy of Cognitive Domain, and<br />the availability of chemistry processes. This study was accomplished by following the style<br />of content analysis that considers the sub-question as the unit of analysis and then determines<br />which standards are included in the questions. The number of questions that were analyzed<br />reached to 540 sub-questions. The researcher used frequencies, percentages, chi-square<br />distribution, and Holsti's method in the statistical treatment to calculate the stability of the<br />question analysis. The results exhibited the domination of objective questions over essay<br />questions and questions of completion. Objective questions dominated the findings (57.6%).<br />Essay questions were second most frequently used (36.7%), with completion questions used<br />least frequently (5.7%). Questions that measure lower cognitive levels also outperformed the<br />other types, reaching 85.7%. However, the questions that measure higher cognitive levels (as<br />based on Bloom’s Taxonomy of the Cognitive Domain— analysis, synthesis, and evaluation)<br />were only sparingly used, at 7.8%, 3.0%, and 3.5%, respectively. Chemical calculation and<br />recognition occupied center stage in the educational processes for achieving chemical<br />knowledge and chemical expression, whereas the assumption process has been used almost<br />not at all (0.5%).</p>

Classification of Action Verbs of Bloom’s Taxonomy Cognitive Domain: An Empirical Study

2021 ◽  
pp. 002205742110021
Author(s):  
Syaamantak Das ◽  
Shyamal Kumar Das Mandal ◽  
Anupam Basu
Keyword(s):  
Empirical Study ◽  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Statistical Classification ◽  
Cognitive Level ◽  
Data Set ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
Action Verbs

It was observed from previous researches that Bloom’s Taxonomy action verbs (BTAVs) are overlapping in multiple cognitive levels, causing ambiguity about the real sense of the word. A data set of BTAVs was ranked using a statistical classification. Four categories of BTAVs were identified, out of which 153 BTAVs (86.44%) are classified into a single cognitive level. In the remaining 24 BTAVs, 21 follow a specific transition from one cognitive level to another. The proposed research reduced the cognitive level’s ambiguity and made the classification more robust, making it easier for teachers to create and set the cognitive levels.

scholarly journals ANALISIS SOAL-SOAL OLIMPIADE SAINS NASIONAL (OSN) SMA/MA BIDANG KIMIA TAHUN 2012 DAN 2013 BERDASARKAN DIMENSI PROSES KOGNITIF DAN PENGETAHUAN

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Tita Sunggarani ◽  
Euis Nursa’adah ◽  
Yunita Yunita
Keyword(s):  
Conceptual Understanding ◽  
Cognitive Process ◽  
Bloom's Taxonomy ◽  
Challenging Problem ◽  
Cognitive Level ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
National Competition ◽  
Process Dimension

Abstrak: Ilmu kimia sebagai ilmu yang berdasarkan pada  penelitian (induktif), yang seharusnya mampu menyajikan soal yang menantang dan tersebar dalam enam level kognitif, hanya saja kondisi sebenarnya soal-soal kimia masih dibuat tradisional dengan berada pada level kognitif rendah. Soal olimpiade sebagai ajang kompetisi nasional siswa-siswa berprestasi di Indonesia pun belum diketahui level kognitif yang terkandung di dalamnya. Maka tujuan penelitian ini yakni, mendeskripsikan komposisi penyebaran soal terhadap tabel Taksonomi Bloom revisi, mendeskripsikan perbandingan soal OSN dan IChO (International Chemistry Olympiad) pada materi yang sama, dan  memetakan soal-soal tersebut terhadap standar kompetensi dan kompetensi dasar SMA/MA. Hasil analisis menunjukkan bahwa pada tahun 2012 tersebar pada prosedural-mengaplikasikan dan konseptual-memahami. Pada tahun 2013 tersebar pada dimensi prosedural-mengaplikasikan dan faktual-memahami. Berdasarkan konten materi dalam satu soal IChO  menuntut siswa dapat menemukan keterkaitan suatu materi dengan materi lainnya guna menyelesaikan soal tersebut sedangkan OSN tidak, tetapi keduanya  memiliki dimensi pengetahuan dan dimensi proses kognitif yang tidak terlalu berbeda yakni pada lingkup prosedural-mengaplikasikan dan prosedural-menganalisis. Hasil pemetaan terhadap SK-KD SMA/MA menunjukkan sebesar setengah dari jumlah ksesluruhan soal dapat dipetakan. Adanya analisis ini diharapkan menjadi masukan bagi guru untuk memberikan penguatan konsep kimia pada pembelajaran, agar siswa mampu mengerjakan berbagai macam soal, salah satunya soal OSN. Penelitian ini masih terbatas pada tahun 2012 dan 2013, sehingga dapat dikembangkan analisis untuk tahun-tahun lainnya. Kata-kata Kunci : Analisis, Taksonomi Bloom revisi, Dimensi Pengetahuan, Dimensi Proses Kognitif Abstract: Chemistry as a science that is based on research (inductive), which is supposed to be able to present a challenging problem and scattered in six cognitive levels, it's just that the actual conditions of chemical problems are still made traditionally with low cognitive level. Olympics as a matter of national competition top students in Indonesia is not yet known cognitive level contained therein. So the purpose of this study, describing the composition of matter of the spread of the revised Bloom's Taxonomy tables, describing the comparison about OSN and IChO (International Chemistry Olympiad) on the same material, and to map these problems to the standards of competence and basic competences SMA/MA. The analysis showed that in 2012 spread over-apply procedural and conceptual understanding. In 2013 spread to the dimension-apply procedural and factual-understand. Based on the content of the material in a matter of IChO requires students to be able to find a material relationship with the other materials in order to resolve these problems while OSN does not, but both have dimensions of knowledge and cognitive process dimensions are not too different from that in the scope of procedural-procedural-applying and analyzing. The results of the mapping of the SK-KD SMA / MA shows only half the number of ksesluruhan matter can be mapped. The existence of this analysis are expected to be the input for the teacher to provide reinforcement in learning chemistry concepts, so that students are able to do a variety of problems, one of which is a matter of OSN. This study was limited in 2012 and 2013, so that the analysis can be developed for other years. Key Words: Analysis, revised Bloom's Taxonomy, Knowledge Dimension, The Cognitive Process Dimension

scholarly journals Turkish Fathers' Language Use In The Context Of Toy Play

2016 ◽  
Vol 12 (8) ◽  
pp. 430 ◽  
Author(s):  
Ozge Cengiz ◽  
Hamide Cakir
Keyword(s):  
Socioeconomic Status ◽  
Language Use ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Low Ses ◽  
Parent Child Interactions ◽  
Bloom’S Taxonomy ◽  
Toy Play ◽  
Parent Child

Parent-child interactions and the characteristics of child-directed language have been related to children’s linguistic development. Studies on parent-child interactions have generally focused on mothers. There has been very little research on the language used by fathers in interactions with their children. This study addresses this gap by investigating the properties of Turkish paternal language use including their use of question types within the framework of Bloom’s Taxonomy of Cognitive Domain; that is, we try to explore to what extent fathers' language use differentiates depending on their socioeconomic status in terms of Bloom’s Taxonomy, thus which fathers help their children gain higher thinking skills before entering school. Bloom’s Taxonomy which is a model of classifying thinking according to six cognitive levels of complexity (remember, understand, apply, analyze, evaluate, create) is hierarchical; in that, each level is subsumed by the higher levels. In this cross-sectional study, high and low socioeconomic status (SES) fathers were taped in their homes with their preschoolers in the context of toy play. The results showed that both group of fathers produced the most utterances at the remember level. Both groups produced no utterance at the analyze level, and low SES fathers produced no utterance at the apply and create levels. High SES fathers asked open ended question at all levels except the analyze level, while low SES fathers asked open ended questions only at the remember and understand levels.

Rethinking Bloom's Taxonomy

2015 ◽  
pp. 86-103 ◽  
Author(s):  
Caroline M. Crawford ◽  
Marion S. Smith
Keyword(s):  
Implicit Memory ◽  
Cognitive Vulnerability ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy ◽  
The Impact ◽  
Different Levels

Implicit cognition is an intriguing area of focus when one considers the impact of implicit memory theories upon each learner's cognitive vulnerability when framed through Bloom's Taxonomy of the Cognitive Domain. Specifically, consider the learner's cognitive understanding and movement from the lower order thinking skills, say from the Knowledge realm and Comprehension realm, towards the higher order thinking skills, Synthesis realm and Evaluation realm, or one of the revised domains to reflect Digital Age expectations. Although much is available on the different levels of cognitive achievement, the “in between” leaps in a learner's ability to work with the information in new and different manners may suggest that the cognitive vulnerability may impact the learner's implicit memory and the learner's movement between different taxonomic levels of informational understanding.

The Cognitive, Affective, and Psychomotor Domains

2010 ◽  
pp. 52-68 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Classification System ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

The Taxonomy of Educational Objectives, better known as Bloom’s Taxonomy, is a classification system that governs how learning objectives are designed, implemented and assessed. First proposed in 1956, Benjamin Bloom began his scrutiny into educational objectives by exploring the cognitive domain (which will serve as the focus for this chapter). Later, with other colleagues including Lorin W. Krathwohl and S. R. Kibler, he considered the affective and psychomotor domains to round out his body of study. Bloom’s taxonomy differentiates six levels of teaching and learning: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation. This chapter offers a perspective for developing instruction purposely targeting the traditional learner.

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