scholarly journals An analytic study of the levels of evaluation questions in English courses in Syrian secondary schools according to Bloom’s Taxonomy

2018 ◽  
Vol 222 (1) ◽  
pp. 25-38
Author(s):  
M. Maysoun Shams aldiyn Al-Skaf
Keyword(s):  
Secondary Schools ◽  
Bloom's Taxonomy ◽  
Quantitative Approach ◽  
Analytic Study ◽  
Thinking Skill ◽  
Bloom’S Taxonomy ◽  
Application Analysis ◽  
Syrian Arab Republic ◽  
Assessment Questions ◽  
Levels Of Evaluation

.This study aims to classify the levels of assessment questions according to Bloom's taxonomy in English course for eleventh grade in Syria and to analyze the percentage of questions in each level (recall, comprehension, application, analysis, synthesis, and evaluation). The sample of the study consists of student's book for eleventh grade in Syrian Arab Republic. The study follows the quantitative approach by making use the following tool: an analysis card to measure the frequency of assessment questions. The results show that assessment questions in English student’s book for eleventh grade cover all levels of Bloom’s Taxonomy. The percentages are: recall 51.65%, comprehension 14.89%, application 9,02%, analysis 2.8%, synthesis 7.48%, and evaluation 2.63%. Thus, recall which is the lowest thinking skill is the most frequent level of questions whereas evaluation is the least occurring level

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.

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 Applying Benjamin Bloom's Taxonomy Ideas in Adult Learning

2020 ◽  
Vol 11 (1) ◽  
pp. 61-72
Author(s):  
Nataliia Grebin ◽  
Sofia Grabovska ◽  
Ruslana Karkovska ◽  
Anna Vovk
Keyword(s):  
Adult Learning ◽  
Communication Skills ◽  
General Scheme ◽  
Bloom's Taxonomy ◽  
Learning System ◽  
Task Setting ◽  
Bloom’S Taxonomy ◽  
Application Analysis ◽  
Research Goal ◽  
And Training

Aim. The research goal of this paper is to theoretically substantiate the feasibility of using Benjamin Bloom’s psychological and pedagogical model and its modifications in the adult learning system. Methods. The study used the methods of theoretical analysis, synthesis and modelling of the implementation options for Bloom’s techniques in the training of adults. Results and Conclusions. The analysis showed that the use of techniques based on Bloom’s taxonomy, modified for adult training, makes it possible to develop students’ skills and abilities to thoroughly and comprehensively analyse the problem, and to find creative, effective solutions. Such a sequence of task setting as “reproduction” (knowledge), “understanding” (comprehension), “application,” “analysis,” “evaluation,” and “creation” is proposed as a general scheme of various training for adults. In particular, an example of the design of training in developing communication skills and training in overcoming procrastination skills is given.

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 Effect of Bloom's taxonomy Blueprint Based Achievement Test on the Performance of Senior Secondary Students in Biology in ONDO STATE

2020 ◽  
pp. 9-15
Author(s):  
AKINNODI, Oladamola Dickson
Keyword(s):  
Secondary Schools ◽  
Secondary Students ◽  
Standardized Test ◽  
Bloom's Taxonomy ◽  
Achievement Test ◽  
Control Group ◽  
Bloom’S Taxonomy ◽  
Ondo State ◽  
Senior Secondary ◽  
Blue Print

The study examined the effect of Bloom’s taxonomy blue-print based achievement test on the performance of senior secondary students in Biology. This study adopted quasi experimental pre-test and post-test two group design (one experimental and one control group). The targeted population for the study consisted of all the Senior Secondary School (S.S.S.) two students in public secondary schools in Ondo State. The sample consisted of 101 S.S.S. 2 students (class intact size) drawn from four public secondary schools in the two Senatorial Districts of Ondo State. The sample was selected using multistage sampling procedure. Standardized Test in Biology (STB) was used to collect relevant data for this study. It consisted of 50 objectives items with four options. The items covered all the topics to be taught for the 5 weeks. Item analysis was used to validate the STB which revealed that the difficulty index and discriminating power were moderate. The internal consistency method was used to establish the reliability of the STB using the KR-20 which yielded a Cronbach’s Alpha of 0.84. The data collected for the study were analyzed using descriptive and inferential statistics. The findings of the study showed that the two groups were homogeneous at the commencement of the experiment. However, the use of Bloom’s taxonomy blue-print based achievement test enhanced better performance of students in Biology than the conventional strategy after treatment. Bloom’s taxonomy blue-print based achievement test was not gender biased. It was recommended among others that the use of Bloom’s taxonomy blue-print based achievement test should be encouraged in Biology class in secondary schools so as to enhance better academic performance of students in Biology.

scholarly journals The Role of Technology in Reforming Design Education

Cubic Journal ◽  
2021 ◽  
pp. 4-15
Author(s):  
Jae-Eun Oh ◽  
Francesco Zurlo
Keyword(s):  
Design Education ◽  
Bloom's Taxonomy ◽  
Taxonomic Structure ◽  
Bloom’S Taxonomy ◽  
Application Analysis ◽  
The 1950S ◽  
Normative Models ◽  
Structure Of Education

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.

Bloom's Taxonomy in Action

MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Jeanne Schlesinger ◽  
Adam Persky ◽  
Faculty Learning Community
Keyword(s):  
Bloom's Taxonomy ◽  
Bloom’S Taxonomy
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