scholarly journals A Descriptive Content Analysis of the Extent of Bloom’s Taxonomy in the Reading Comprehension Questions of the Course Book Q: Skills for Success 4 Reading and Writing

2016 ◽  
Author(s):  
Ömer Ulum
Keyword(s):  
Content Analysis ◽  
Reading Comprehension ◽  
Cognitive Skills ◽  
Research Question ◽  
Bloom's Taxonomy ◽  
Process Models ◽  
Reading And Writing ◽  
Descriptive Content ◽  
Content Analysis Method ◽  
Bloom’S Taxonomy

Bloom’s taxonomy is probably the most commonly used one among the cognitive process models. It is a classification system that emphasizes the procedures starting from remembering the knowledge to more complex cognitive levels like evaluating the knowledge. Firstly, the aim of this study has been to find out to what extent Bloom’s taxonomy is referred in reading comprehension questions of an English as a Foreign Language course book. With this in mind, the research question To what extent do the reading sections of the EFL course book Q: Skills for Success 4 Reading and Writing cover the lower and higher order cognition levels of Bloom’s taxonomy? was formulated. The EFL course book Q: Skills for Success 4 Reading and Writing by Oxford Publishing was analyzed through descriptive content analysis method. Findings of the study suggested that this analyzed course book lacked the higher level cognitive skills involved in Bloom’s Taxonomy. As a result, by means of the findings, some assumptions have been reached with the aim of suggesting how the course books which are being written or will be written should refer to Bloom’s taxonomy in their reading sections.

scholarly journals English Standar Kompetensi, Kompetensi Dasar, & Ujian Nasional of SMA in Revised Bloom`s Taxonomy

2017 ◽  
Vol 2 (2) ◽  
pp. 156
Author(s):  
Putri Kamalia Hakim
Keyword(s):  
Content Analysis ◽  
Research Design ◽  
Conceptual Knowledge ◽  
Bloom's Taxonomy ◽  
Factual Knowledge ◽  
Analysis Method ◽  
Test Items ◽  
Revised Bloom's Taxonomy ◽  
Content Analysis Method ◽  
Bloom’S Taxonomy

Abstract: This study was conducted to investigate the coverage of Revised Bloom’s taxonomy in the English Standar Kompetensi (SK), Kompetensi Dasar (KD) and the English test items of Ujian Nasional for SMA. Content analysis method was chosen as the research design for this study. The writer analyzed the data by categorizing the verbs and the nouns of the data in relation to the categories and dimension of Revised Bloom’s Taxonomy. The results of this study revealed that 53% of SKs and KDs cover Understand category and the rest cover Analyze category. All of the SKs and KDs cover conceptual knowledge and other knowledge dimensions are not covered. Moreover, the coverage of Revised Bloom’s Taxonomy in English test items of Ujian Nasional for SMA is not aligned with the coverage of Revised Bloom’s Taxonomy in English SK and KD. The SKs and KDs only cover Remember, Understand, Apply and Analyze categories while the test items were associated with Remember, Understand, Apply, Analyze, and Evaluate categories. More than 90% of English test items of Ujian Nasional for SMA only covered low order of cognitive categories (Remember, Understand, and Apply). Most of the test items covered factual knowledge and the rest of them covered conceptual knowledge and none of them covered procedural and metacognitive knowledge. 

scholarly journals A Content Analysis of the WH-Questions in the EFL Textbook of That's Right

2020 ◽  
Vol 7 (3) ◽  
pp. 220-243
Author(s):  
Abdul Kareem Igbaria ◽  
Asmaa Ghanayem
Keyword(s):  
Content Analysis ◽  
Lower Order ◽  
Cognitive Skills ◽  
English Education ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
High Order ◽  
Bloom’S Taxonomy ◽  
Wh Questions ◽  
High Order Thinking

In the current study, the researchers analyzed the units of the textbook “That’s Right” for 10th grade students for English teaching in Israel. The study examined the WH- questions found in the textbook according to the various cognitive levels of Bloom’s Taxonomy.  By using Bloom's taxonomy, the researchers attempted to understand whether WH-questions used in the textbook emphasize high-level thinking and cognitive skills development. The question of this study is: To what extent do the WH-questions in the textbook “That’s Right” emphasize higher order thinking skills? Content analysis was performed for the questions for five study units in the textbook. The question served as the unit of analysis for this research. A WH-question is defined as a question beginning with a WH-word and ending with a question mark. The questions were collected, listed, and analyzed according to Bloom's taxonomy, according to which thinking skills are divided into low and high orders. Low order thinking skills are knowledge, comprehension, and application. High order thinking skills are: analysis, synthesis, and evaluation. Percentages and frequencies of each cognition level were calculated for each book unit separately and for all the units combined. Validation and reliability checks were performed to validate this study. The results showed that 245 out of the 324 questions emphasized cognition levels that develop lower order thinking skills, while only 79 questions emphasized the three levels that use high order thinking skills. The textbook "That’s Right" questions place most emphasis on comprehension and knowledge, which are both connected to lower order thinking skills. This may result in lower cognitive abilities among students and should be further investigated to create better language skills in future generations. Additional studies of English textbooks at various age levels using content analysis are recommended.  These studies will show which cognitive skills are developed in English materials and will improve future English education in Israel.

scholarly journals How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula

BMJ Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. e034962
Author(s):  
Paulina Stehlik ◽  
Christy Noble ◽  
Caitlin Brandenburg ◽  
Peter Fawzy ◽  
Isaac Narouz ◽  
...  
Keyword(s):  
Content Analysis ◽  
Learning Outcomes ◽  
Research Training ◽  
Bloom's Taxonomy ◽  
Learning Activities ◽  
Secondary Outcome ◽  
Research Experience ◽  
Accessible Information ◽  
Bloom’S Taxonomy ◽  
Assessment Activities

ObjectivesPatients do better in research-intense environments. The importance of research is reflected in the accreditation requirements of Australian clinical specialist colleges. The nature of college-mandated research training has not been systematically explored. We examined the intended research curricula of Australian trainee doctors described by specialist colleges, their constructive alignment and the nature of scholarly project requirements.DesignWe undertook content analysis of publicly available documents to characterise college research training curricula.SettingWe reviewed all publicly accessible information from the websites of Australian specialist colleges and their subspecialty divisions. We retrieved curricula, handbooks and assessment-related documents.ParticipantsFifty-eight Australian specialist colleges and their subspecialty divisions.Primary and secondary outcome measuresTwo reviewers extracted and coded research-related activities as learning outcomes, activities or assessments, by research stage (using, participating in or leading research) and competency based on Bloom’s taxonomy (remembering, understanding, applying, analysing, evaluating, creating). We coded learning and assessment activities by type (eg, formal research training, publication) and whether it was linked to a scholarly project. Requirements related to project supervisors’ research experience were noted.ResultsFifty-five of 58 Australian college subspecialty divisions had a scholarly project requirement. Only 11 required formal research training; two required an experienced research supervisor. Colleges emphasised a role for trainees in leading research in their learning outcomes and assessments, but not learning activities. Less emphasis was placed on using research, and almost no emphasis on participation. Most learning activities and assessments mapped to the ‘creating’ domain of Bloom’s taxonomy, whereas most learning outcomes mapped to the ‘evaluating’ domain. Overall, most research learning and assessment activities were related to leading a scholarly project.ConclusionsAustralian specialist college research curricula appear to emphasise a role for trainees in leading research and producing research deliverables, but do not mandate formal research training and supervision by experienced researchers.

Reading Comprehension Questions in EFL Textbooks and Learners’ Levels

2017 ◽  
Vol 7 (7) ◽  
pp. 590
Author(s):  
Nayer Adli ◽  
Asgar Mahmoudi
Keyword(s):  
Reading Comprehension ◽  
Bloom's Taxonomy ◽  
Advanced Level ◽  
Proficiency Levels ◽  
Question Types ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
Efl Teachers ◽  
Analysis And Synthesis

This study investigated the reading comprehension questions in EFL textbooks and their appropriateness to learners' levels. The data for the study were collected from four elementary and advanced level EFL textbooks containing 44 chapters altogether. A checklist was designed based on Bloom’s Taxonomy of reading comprehension questions to record the cognitive levels of the questions collected from the reading comprehension sections of the mentioned textbooks. To assess the significance of difference between each kind of the comprehension questions in elementary and advanced level textbooks, the Mann-Whitney U test was used. Results indicated that there are significant differences between the two proficiency levels in terms of question types in all categories except analysis and synthesis. To assess the overall proportions of question types in the textbooks and to see if they are different from each other, a Kruskal-Wallis and the follow up Mann-Whitney U tests were used which revealed significant differences between some pairs of categories of question types. It is believed that the results of this study can be useful to textbook writers and EFL teachers.

scholarly journals Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses

2013 ◽  
Vol 12 (2) ◽  
pp. 239-249 ◽  
Author(s):  
Jennifer Momsen ◽  
Erika Offerdahl ◽  
Mila Kryjevskaia ◽  
Lisa Montplaisir ◽  
Elizabeth Anderson ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Cognitive Skills ◽  
Bloom's Taxonomy ◽  
Cognitive Skill ◽  
Cognitive Domain ◽  
Algorithmic Problem ◽  
Introductory Biology ◽  
Bloom’S Taxonomy ◽  
Undergraduate Science

Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared the cognitive skills routinely assessed by introductory biology and calculus-based physics sequences, using the cognitive domain of Bloom's taxonomy of educational objectives. Our results indicate that both introductory sequences overwhelmingly assess lower-order cognitive skills (e.g., knowledge recall, algorithmic problem solving), but the distribution of items across cognitive skill levels differs between introductory biology and physics, which reflects and may even reinforce student perceptions typical of those courses: biology is memorization, and physics is solving problems. We also probed the relationship between level of difficulty of exam questions, as measured by student performance and cognitive skill level as measured by Bloom's taxonomy. Our analyses of both disciplines do not indicate the presence of a strong relationship. Thus, regardless of discipline, more cognitively demanding tasks do not necessarily equate to increased difficulty. We recognize the limitations associated with this approach; however, we believe this research underscores the utility of evaluating the nature of our assessments.

scholarly journals Pesan Tabligh dalam Karya Sastra Novel I AM Sarahza

2020 ◽  
Vol 5 (1) ◽  
pp. 39-56
Author(s):  
Malikhatul Farida ◽  
Aang Ridwan ◽  
Tata Sukayat
Keyword(s):  
Content Analysis ◽  
Research Method ◽  
Main Idea ◽  
Literary Work ◽  
Human Behaviour ◽  
The Novel ◽  
Characteristic Form ◽  
Analysis Method ◽  
Descriptive Content ◽  
Content Analysis Method

ABSTRAK Penelitian ini bertujuan untuk mengetahui pesan tabligh yang terdapat dalam novel I AM Sarahza karangan Hanum Salsabiela Rais dan Rangga Almahendra. Pesan tabligh yang dimaksudkan adalah berdasarkan pada Organisasi Pesan, Kategorisasi Pesan dan Karakteristik Pesan. Metode penelitian menggunakan metode analisis isi deskriptif, yaitu mencaritahu dan mengkaji lebih dalam mengenai pesan tabligh dalam karya sastra novel I AM Sarahza sebagai sarana sekaligus sumber penyampaian pesan tabligh melalui tulisan yang tujuan untuk menggambarkan isi novel secara mendetail, logis, sistematis dan menyeluruh baik melalui makna, isi maupun ungkapan pesan tabligh dalam novel. Hasil Penelitian menunjukan bahwa dalam bentuk organisasi pesan tabligh terdapat pesan yang paling mendominasi yaitu Induktif atau kalimat yang memiliki ide pokok di awal kalimat dan kesimpulan di akhir kalimat, lalu dalam bentuk kategorisasi pesan lebih mendominasi terhadap bentuk kategori Ibadah yakni jenis prilaku atau ketaatan manusia dengan Allah SWT yang dibuktikan dengan karakter manusia yang amar ma’ruf nahi munkar dan terakhir adalah bentuk karakteristik pesan yang memiliki hasil yang seimbang antara verbal (pesan langsung) dan Nonverbal (pesan tidak langsung).   ABSTRACT The study aims to determine the tabligh messages contained in the novel of I AM Sarahza by Hanum Salsabiela Rais and Rangga Almahendra. The intended tabligh message based on Message Organization, Message Categorization and Message Characteristics. The research method uses descriptive content analysis method, which is to find out and examine more deeply about the message of tabligh in the literary work of the novel I AM Sarahza as a means as well as a source of delivering tabligh messages through writing to describe the contents of the novel in detail, logically, systematically and thoroughly both through meaning, content and expression of Tabligh messages in the novel. The results showed that in the form of tabligh message organization there is the most dominant message that is Inductive or a sentence that has the main idea at the beginning of the sentence and the conclusion at the end of the sentence. In the form of message categorization is more dominant towards the form of worship categories namely the type of human behaviour or obedience with God SWT as evidenced by the human character that is amar ma'ruf nahi munkar and finally is a characteristic form of message that has a balanced outcome between verbal (direct messages) and Nonverbal (indirect messages).

scholarly journals STRESSING, PRONUNCIATION, AND SPEAKING EXERCISES IN “PATHWAY TO ENGLISH” TEXTBOOK

2020 ◽  
Vol 3 (1) ◽  
pp. 42-50
Author(s):  
Harsya Danang Pradana
Keyword(s):  
Content Analysis ◽  
High Schools ◽  
English Language ◽  
English Teachers ◽  
Analysis Method ◽  
Reading And Writing ◽  
Content Analysis Method ◽  
English Speaking ◽  
Speaking Skills

Abstract: The aim of this research is to investigate how the “Pathway to English” textbook facilitates students’ learning of speaking, specifically in pronunciation and stressing of words. Learning the English language involves four skills: speaking, listening, reading, and writing. As such, textbooks need to be equipped to facilitate the teaching of these skills. However, globalization and the change in what types of English is accepted in broader world contexts may make the textbook obsolete. To see if the textbooks used in Indonesian High Schools are adequate enough to facilitate the teaching of stressing, pronunciation, and speaking, the researcher studied the “Pathway to English” textbook using a content analysis method to see if it has the necessary contents to facilitate the learning of stressing, pronunciation, and speaking. The results of this study shows that the textbook is inadequate to facilitate the learning of pronunciation and stressing, but it is equipped to facilitate the teaching of general English speaking skills. This means that English teachers in High Schools of Indonesia are expected to use supporting media to teach pronunciation and stressing when using the textbook.Keywords: Pathway to English; textbook; speaking; stressing; pronunciation

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.

EFL Learning Potential: General or Modular?

2018 ◽  
Vol 17 (1) ◽  
pp. 16-27
Author(s):  
Alex Kozulin ◽  
Tziona Levi
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Dynamic Assessment ◽  
Research Question ◽  
Oral Proficiency ◽  
Learning Potential ◽  
Reading And Writing ◽  
Main Research ◽  
Writing Scores ◽  
Efl Learning

Little attention has been paid to the question about generality versus modularity of the learning potential (LP). The main research question of our study was: Is the students’ LP established with the help of a dynamic assessment of their English as a foreign language (EFL) oral proficiency general enough to predict their subsequent EFL reading and writing scores? Eighty students (38 boys, 42 girls) received a dynamic assessment of their EFL oral proficiency in a pretest – mediation – posttest format. Six months later they took a standard EFL reading comprehension and writing exam. The results indicate that the correlations between oral LP scores and both reading (r = .42) and writing (r = .45) are significant and much stronger than the correlations with the static oral pretest. Oral LP appears to be general enough to predict students’ subsequent reading and writing achievements.

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