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1.
The first four levels of Bloom's taxonomy were used to create quiz questions designed to assess student learning of the gross anatomy, histology, and physiology of the gastrointestinal (GI) system. Information on GI histology and physiology was presented to separate samples of medical, dental, and podiatry students in computer based tutorials where the information from the two disciplines was presented either separately or in an integrated fashion. All students were taught GI gross anatomy prior to this study by course faculty as part of the required curriculum of their respective program. Student responses to the quiz questions were analyzed to assess both the validity of Bloom's cumulative hierarchy and the effectiveness of an integrated curriculum. No statistically significant differences were found between quiz scores from students who received the integrated tutorial and from those who received the separate tutorials. Multiple regression analyses provided partial support for a cumulative hierarchy where scores on the lower levels of Bloom's taxonomy predicted scores on higher levels. Notably, in the majority of regression analyses, the comprehension score was the key foundational predictor for application and analysis scores. This study supports the suggestion that educators increase the number of comprehension level questions, even at the expense of knowledge level questions, in course assessments both to evaluate lower order cognitive skills and also as a predictor of success on questions requiring application and analysis levels of the higher order cognitive skills of Bloom's taxonomy. Anat Sci Educ 11: 433–444. © 2018 American Association of Anatomists.  相似文献   

2.
ABSTRACT

As educators are increasingly required to integrate new technology into classroom practice, the complex process of staff development becomes critical to the successful implementation of new technological innovations. This paper presents a staff development model for effectively diffusing technology. The interactive model, grounded within the framework of Maslow's theory of motivation and Bloom's taxonomy of the cognitive domain, illustrates how affective needs of individuals influence cognitive processes and transfer of skills within a psychological/social context resistant to technological change.  相似文献   

3.

Abstract Two experiments were designed to further examine the levels of processing analysis of Bloom's taxonomy of the cognitive domain proposed by Kunen, Cohen & Solman (1981). In the first experiment six groups of secondary school students processed 20 principles at the levels of knowledge, comprehension, application, analysis, synthesis and evaluation respectively. The percentages of correctly recalled principle names, were adjusted for the fact that increasingly fewer students successfully completed the taxonomic orienting questions as their level increased from knowledge to evaluation. After adjustment these measures of incidental memory demonstrated a dichotomy of performance, with students who successfully synthesised or evaluated the material being superior. Also recorded in this experiment were measures of working memory and field dependence/independence. These scores proved to be better predictors of student performance on the taxonomic orienting tasks at the higher levels of the taxonomy, and they correctly ordered the levels of analysis, synthesis and evaluation. It was suggested that they provided some independent support for Bloom's contention that the complexity of the cognitive operations required to complete the taxonomic tasks increases with their level. The second experiment manipulated the six taxonomic orienting tasks in a repeated measures design, which required all students to process principles at each of the six levels in order from knowledge to evaluation. While there were minor differences in performance between the Year 7 and the Year 11 students who participated in this study, the adjusted incidental memory data again revealed a performance dichotomy with synthesis and evaluation forming the superior category. That the students demonstrated superior performance after synthesising and evaluating material, was interpreted as support for the continued practice of teaching them to operate at the higher taxonomic levels. This support was qualified, however, by noting that the benefits were confined to those who successfully completed the higher tasks.  相似文献   


4.
Bloom's taxonomy was adopted to create a subject‐specific scoring tool for histology multiple‐choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher‐ and student‐generated quiz and examination questions from a graduate level histology course. Multiple‐choice questions using histological images were generally assigned a higher BTHT level than simple text questions. The type of microscopy technique (light or electron microscopy) used for these image‐based questions did not result in any significant differences in their Bloom's taxonomy scores. The BTHT levels for teacher‐generated MCQs correlated positively with higher discrimination indices and inversely with the percent of students answering these questions correctly (difficulty index), suggesting that higher‐level Bloom's taxonomy questions differentiate well between higher‐ and lower‐performing students. When examining BTHT scores for MCQs that were written by students in a Multiple‐Choice Item Development Assignment (MCIDA) there was no significant correlation between these scores and the students' ability to answer teacher‐generated MCQs. This suggests that the ability to answer histology MCQs relies on a different skill set than the aptitude to construct higher‐level Bloom's taxonomy questions. However, students significantly improved their average BTHT scores from the midterm to the final MCIDA task, which indicates that practice, experience and feedback increased their MCQ writing proficiency. Anat Sci Educ 10: 456–464. © 2017 American Association of Anatomists.  相似文献   

5.
Abstract

Research courses are associated with performance anxiety and educational insecurity for many social work students. This paper makes the case that student anxiety associated with research courses is rooted in the history of the social work profession, and this history sheds light on the present day climate of research in social work education. The authors suggest that improvement to the research climate in social work education requires an “institutional” response. To that end, this paper describes a committee process that resulted in changes to one school's curriculum policy by revamping student learning objectives for a sequence of five research courses that spanned BSW and MSW programs. The committee produced a continuum of student learning expectations based on Bloom's taxonomy, which represents a logical progression of knowledge and skill competencies as students advance through their course work.  相似文献   

6.
《Africa Education Review》2013,10(4):563-583
Abstract

Summative assessment qualifies the achievement of a student in a particular field of specialization at a given time. Questions should include a range of cognitive levels from Bloom's taxonomy and be consistent with the learning outcomes of the module in question. Furthermore, a holistic approach to assessment, such as the application of the principles of the Herrmann Whole Brain Model, needs to be used to accommodate learning style diversity. The purpose of this study was to analyse, assess and compare the summative assessment of two third year level modules in the Bachelor of Science degree programme, namely Biochemistry and Zoology as part of action research with a view to enhancing the professional development of the lecturers involved. The questions posed in summative assessments were classified in terms of Bloom's differentiation of cognitive levels and the four different learning styles determined by Herrmann. Spearman's non-parametric analysis indicated that no correlation existed in this study between cognitive level and student performance based on achievement. In addition, there was not much difference between the cognitive levels and student performance between the two disciplines. Although the students seemed to do better at application level questions, the authors need to reflect on whether the assessments were valid with respect to the learning outcomes, methods of facilitating learning, and the assessments based on cognitive levels and learning style preferences. We conclude that continuous action research must be taken to improve the formulation of learning outcomes and students' achievement of these outcomes and quality of student learning – the main aim being the successful completion of the modules.  相似文献   

7.
This article explores the application of different educational taxonomies in measuring students' cognitive learning outcomes. The objectives were to compare three educational taxonomies--namely, the Structure of the Observed Learning Outcomes (SOLO) taxonomy, Bloom's taxonomy and reflective thinking measurement model--and to test the application value of these taxonomies. A comparative literature review was conducted to provide an underlying conceptual framework. Recommendations from this review were examined experimentally. Scripts of long essay papers and short classroom discussion responses were analyzed by the modified versions of the taxonomies. It was found that SOLO is suitable for measuring different kinds of learning outcomes. However, finer categorization of SOLO levels did not eradicate the problem of SOLO's conceptual ambiguity. It is suggested that the next step of research should be on setting up panels of judges to find out which taxonomy is suitable for measuring what learning outcomes under which contexts.  相似文献   

8.
The article applies Bloom's Taxonomy of Educational Objectives (B. S. Bloom, M. D. Engelhart, F. J. Furst, W. H. Hill, & D. R. Krathwohl, 1956) to the process of counseling supervision. The taxonomy is provided as a mechanism to help supervisors encourage the growth of cognitive complexity in supervisees. Examples of supervision questions for each level of the taxonomy are provided.  相似文献   

9.
ABSTRACT

Proving a child has been adequately educated is manifest through assessments evaluating the recall of facts or the deciphering of codes. How this information is taught and learned is the issue. Webb's depth of knowledge (DOK) and Bloom's taxonomy are cognitive models that drive instruction in today's classrooms. According to these models, creativity is a higher-order learning process. Although creativity has gained a renewed prominence in theoretic academic arenas, on the battleground of the typical classroom, creativity takes a back seat to instructional strategies with the goal of successful standardization of knowledge. Creativity, however, is the cornerstone of arts instruction. Creative learning principles (CLPs) is a system of instructional tasks developed in the arts and used to facilitate the metacognitive act of learning through creativity to solve problems. This article discusses how the CLPs create rhizomatic learning by facilitating connections between art and other disciplines and how they are used in planning.  相似文献   

10.
Assessment is becoming important from many different perspectives. Universities are planning, developing, and testing various assessment models to satisfy stakeholders. Many accrediting agencies are also requiring assessment plans and their implementation from universities for reaccreditation. This article describes how assessment was used to continuously improve a database course in a Web MBA program, and combines Deming's Plan‐Do‐Check‐Act (PDCA) cycle with Bloom's taxonomy to develop rubrics for problem solving learning objectives in an online course. Results from direct and indirect measurements are used to improve the course. Specifically, two semester results are compared for course assessment. Results show some improvement; however, the course requires continuous improvement to meet benchmarks. The model presented here is generic in nature and should be useful for all educators who plan to initiate or continue the assessment and continuous improvement process. Instead of reinventing the wheel, educators can learn from our experiences and use the results as a starting point for their own assessment programs.  相似文献   

11.
The purpose of this study was to explore the effects of the context-aware ubiquitous learning (u-learning) approach versus traditional instruction on students' ability to answer questions that required different cognitive skills, using the framework of Bloom's taxonomy of educational objectives, including knowledge, comprehension, application, analysis, and synthesis. In this study, 230 third- and fourth-grade students in 8 classes were counterbalanced and assigned to the u-learning approach and traditional instruction for learning different topics in two separate plant-observing activities. The results showed that the students who learned with traditional instruction performed better than those who used the u-learning approach in terms of answering questions that required their cognitive abilities of knowledge, comprehension, application, analysis, and synthesis. Moreover, an in-depth analysis of the students' learning behaviors in the u-learning context revealed that most of their learning behaviors recorded in the u-learning system were not significantly related to their cognitive abilities.  相似文献   

12.
The course for the final year project for engineering students, because of its strongly research-based, open-ended format, tends to not have well defined learning outcomes, which are also not aligned with any accepted pedagogical philosophy or learning technology. To address this problem, the revised Bloom's taxonomy table of Anderson and Krathwohl (2001) is utilised, as suggested previously by Lee and Lai (2007), to design new learning outcomes for the final year project course in engineering education. Based on the expectations of the engineering graduate, and integrating these graduate expectations into the six cognitive processes and four knowledge dimensions of the taxonomy table, 24 learning outcomes have been designed. It is proposed that these 24 learning outcomes be utilised as a suitable working template to inspire more critical evaluation of what is expected to be learnt by engineering students undertaking final year research or capstone projects.  相似文献   

13.
While there has been a remarkable worldwide convergence in the emphases of primary science curricula over the last four decades, the cognitive and knowledge demands that they make on learners have not been well-researched. Without knowing what these intellectual or epistemic requirements are when learning science in school, issues concerning curricular alignment and access to abstract disciplinary knowledge are also likely to occur. To highlight the value of such forms of analyses, we examine the intended primary science curricula from Korea and Singapore using revised Bloom's taxonomy, as well as describe some of their general features for teaching. The results contribute insights into the complexities of the science curriculum among two similar yet different educational systems that have performed well in international science achievement tests at primary levels.  相似文献   

14.
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15.
The article describes an assignment that makes writing‐to‐learn feasible in high‐enrollment statistics classes. It combines the principles of structured writing with Bloom's taxonomy. The assignment helped improve related exam scores and was easy to implement and grade for instructors.  相似文献   

16.
A mastery learning strategy was used to teach undergraduate microbiology to part‐time HNC and BSc students. Their performance was cognitively assessed in terms of Bloom's taxonomy. Their changes of attitude were measured by comparison of questionnaires after the introduction to the strategy and after the return of the assessed post‐test. Two performance groups were discovered. Both groups showed positive attitude changes toward the tutor controlling the learning experience and toward the quality of the learning materials. The low group showed negative change toward the strategy and expressed a preference for more traditional teaching, whilst the high group did the reverse. The students’ conception of the academic level of the package and its level of assessment appeared to be canalised by their knowledge of their course status in the academic hierarchy and not by their performance. It was concluded that cognitive assessment more clearly detects students failing to achieve mastery whilst indicating cognitive areas needing remedial tuition and that mastery strategies should be carefully introduced to students to avoid de‐motivating their learning. The difficulty of constructing such strategies and the time taken is compensated for by their ability to teach broader academic groups.  相似文献   

17.
The purpose of this study was to use Fink's (2003) taxonomy of significant learning to redesign courses and assess student learning. Significant improvements were found across the semester for students in the six courses, but there were differences in which taxa showed improvement in each course. The meta-analysis showed significant, positive changes across disciplines in the areas of foundational knowledge, application, human dimension, and learning how to learn. This study provides support for Fink's taxonomy in which significant learning can be achieved through course redesign.  相似文献   

18.
Abstract: Nine food science and technology (FST) subjects were assessed for alignment between the learning outcomes and assessment using revised Bloom's taxonomy (RBT) of cognitive knowledge. Conjoint analysis was used to estimate the utilities of the levels of cognitive, knowledge, and the attribute importance (cognitive process and knowledge dimension) for learning outcomes and assessments. Lecturers for these subjects produced learning outcomes for ability of students to Understand (4.935) Procedural (3.316) as well as Apply (4.491) Conceptual (3.083) knowledge. Lecturers’ expected students’ to move beyond mere recall and recognition of knowledge to higher order cognitive knowledge of apply, analyze, evaluate, and create. However, the assessments tested students’ ability to Understand (4.791) Conceptual (4.168) as well as Remember (3.217) Procedural (0.581) knowledge resulting in a misaligned teaching and learning exercise. For all the subjects, emphasis was more (52.9% to 72.9%) on the cognitive dimension than on forms of knowledge in formulating the learning outcomes, whereas emphasis placed on the cognitive (33.3% to 62.5%) dimension and the knowledge (37.5% to 66.7%) forms in the questions differed from subject to subject. The cognitive weight in the assessment was more for Understand (1.781)/Remember (0.787) Conceptual (1.416) knowledge. RBT provides an assessment framework that can be used to assist instructors in going beyond factual knowledge and comprehension to include academic skills such as application, analysis, evaluation, and creation.  相似文献   

19.
For five years, from 1995 until 2000, a group of eight educators and researchers met twice annually in Syracuse, NY, for the purpose of revising Bloom's Taxonomy. Based in part on the structure of educational objectives, in part on advances in cognitive psychology, and in part on numerous other attempts to classify educational objectives that were made since the publication of Bloom's Taxonomy, this group produced a two-dimensional table, known simply as the Taxonomy Table. The horizontal dimension was a modification of Bloom's Taxonomy, with verb forms replacing the noun forms of the original category labels: Remember, Understand, Apply, Analyze, Evaluate, and Create. The vertical dimension consisted of four types of knowledge: Factual Knowledge, Conceptual Knowledge, Procedural Knowledge, and Metacognitive Knowledge. The purposes of this article are to (1) describe the major differences between the original Taxonomy and the Taxonomy Table, (2) discuss ways in which the Taxonomy Table can be used to examine and ultimately improve the quality of assessment and instruction, and (3) explore how the Taxonomy Table can be used to provide more accurate estimates of curriculum alignment and opportunity to learn.  相似文献   

20.
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