An investigation on higher education teaching strategies based on bloom's taxonomy for the acquisition of higher order thinking skills

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.

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High-Order Thinking Skill in Solving Two-Dimensional Arithmetic Series Based on Bloom's Taxonomy

10.31219/osf.io/ngw4h ◽

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.

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

Arab World English Journal ◽

10.24093/awej/vol11no4.34 ◽

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.

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

Relay Journal ◽

10.37237/relay/030102 ◽

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.

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

GENRE Journal of Applied Linguistics of FBS Unimed ◽

10.24114/genre.v6i3.8516 ◽

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.

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

American Journal of Engineering Education (AJEE) ◽

10.19030/ajee.v6i1.9247 ◽

2015 ◽

Vol 6 (1) ◽

pp. 1-10 ◽

Cited By ~ 3

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.

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

REGISTER Journal of English Language Teaching of FBS-Unimed ◽

10.24114/reg.v5i1.5264 ◽

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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ANALYSIS OF HIGHER ORDER THINKING SKILLS (HOTS) IN MATHEMATICAL PROBLEM SOLVING BASED ON REVISED BLOOMS’ TAXONOMY VIEWED FROM GENDER EQUALITY

MaPan ◽

10.24252/mapan.2020v8n2a10 ◽

2020 ◽

Vol 8 (2) ◽

pp. 315-328

Author(s):

Ernawati Ernawati ◽

◽

Baharullah Baharullah

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Bloom's Taxonomy ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Higher Order Thinking Skills ◽

Revised Bloom's Taxonomy ◽

Bloom’S Taxonomy ◽

The Subject

This study aims to determine the description of the results of the analysis of higher order thinking skills in mathematics problem solving based on revised Bloom's taxonomy viewed from gender equality. The subject of the research is two students of SMPN 1 Takalar selected using a purposive sampling technique. The type of research used is descriptive research with a qualitative approach. The description was obtained by analyzing the tests of higher order thinking skills in mathematical problem solving. In this study, instruments in the form of questions test higher order thinking skills based on revised Bloom's taxonomy and the interview guideline. Data collection techniques in the form of test, interview, observation, and documentation. The data analysis technique was data reduction, data presentation, and conclusion drawing/verification. The results of the research show that subjects can use their skills even though still not achieved optimally. Both subjects use almost all aspects of thinking skills based on the revised Bloom's taxonomy, either directly or to bridge the subject in constructing the higher order thinking skills. It shows the difference in students' higher order thinking skills from each category, namely the male and female categories.

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READING EXERCISES FOR VIII GRADE STUDENTS BASED ON BLOOM’S TAXONOMY

REGISTER Journal of English Language Teaching of FBS-Unimed ◽

10.24114/reg.v6i3.6705 ◽

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.

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