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Nikki B. Zaidi Charles Hwang Sara Scott Stefanie Stallard Joel Purkiss Michael Hortsch 《Anatomical sciences education》2017,10(5):456-464
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
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DARCY HAAG GRANELLO 《Counselor Education & Supervision》2000,40(1):31-46
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
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Shantay Robinson 《Teaching Artist Journal》2019,17(1-2):11-18
As the arts are integral to shaping our culture, rigorous education that will prepare art students to create compelling artworks is necessary. Employing a tool such as Bloom's Taxonomy aids instructors in creating assignments that fulfill high-order concerns in the art-writing classroom. Because writing is one way for would-be artists to shape ideas and create complex thoughts, the art-writing classroom, as a precursor to the art world, challenges students to perform at high cognitive levels. Pedagogy employed in art-writing classrooms across the curriculum allows for criticality that results in sophisticated reasoning. 相似文献
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《Studies in Educational Evaluation》2005,31(2-3):102-113
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
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Richard F. Clevenstine 《科学教学研究杂志》1987,24(8):699-712
This article focuses on the practical use of Bloom's Taxonomy of Educational Objectives. The current status of analyzing and classifying test items and behavioral objectives was examined in this study. Specifically, the purpose of this study was to analyze and classify the ISIS minicourse performance objectives and criterion-referenced test items according to Bloom's cognitive Taxonomy in order to determine what levels of cognition the ISIS instructional materials are directed. The performance objectives and test items of thirty-three ISIS minicourses and criterion-referenced tests were collected and classified. Four research questions were posed in the study. The findings indicate that ISIS minicourse test items and performance objectives are written primarily at the Knowledge and Comprehension levels. The ISIS instructional materials reflect low percentages of upper cognitive level test items and performance objectives. Based upon the use of a chi-square analysis, twenty-four of the ISIS minicourses and tests demonstrate a positive congruence between their performance objectives and criterion-referenced test items. Nine ISIS minicourses were found to demonstrate a negative relationship between their performance objectives and test items. Implications and Recommendations based on the findings of the studies are provided. 相似文献
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《The Internet and Higher Education》2010,13(4):226-232
Adult, professional students in a doctoral-level course used Web 2.0 tools such as wikis, blogs, and online discussions to develop answers to six “Big Questions” related to higher education finance and also produced a research paper that used original data or the research literature to improve understanding of a specific topic. At the close of the course, students were asked to provide examples of learning for each question and each tool, and to evaluate the tools used. Bloom's Digital Taxonomy was used to evaluate levels of learning. Results indicated that the level of learning mirrored that of the Big Question or was at higher levels when students used new tools. Wikis generated objections from students who did not care for group work, although others found it a good collaborative tool. Blogs were more acceptable, but online discussions were preferred because of the interaction and sharing among students. Research papers allowed students to learn material of their own interest and to do so in depth. 相似文献
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A prototype computer-mediated communication system was assessed for its capability to stimulate intellectual activity through mandating peer comments in graduate and undergraduate computer science classes. Measured against Bloom's Taxonomy of Educational Objectives, about half the total comments in two classes exhibited no evidence of classifiable intellectual activity. Of the remaining half, a positive correlation was found between number of characters and level of cognition exhibited by a comment, though exceptions were found at every level. A significant but weak relationship was also shown between cognitive level of comments and level of classes. The results suggest modifications to the computer-mediated communication system so that students more effectively engage in peer–peer assessment. 相似文献
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This article describes an alternative to the traditional method of administering the comprehensive examination, logically integrated in criminal justice educational program objectives. First, the traditional method of offering the comprehensive examination is evaluated according to its ability to satisfy the educational program goals of developing critical thinking and communication skills together with knowledge of the discipline. Bloom's Taxonomy is used as the paradigm of evaluation. Based upon the examination of available literature and the actual administration of the traditional comprehensive examination at Virginia Commonwealth University, the conclusion is reached that traditional examinations do not test beyond Bloom's first step, knowledge of terminology. The administration of the take-home comprehensive exam is then analyzed as administered at VCU and is found to better serve the educational program objectives of critical thinking and communication skills together with learning knowledge. 相似文献
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Jacques H. A. van Rossum 《High Ability Studies》2001,12(2):181-197
Bloom (1985) reported on the careers of a sample of 120 talented individuals from three domains: science, athletics and the arts. His findings are used as a starting point for the research on professional dance students presented in this article. Three issues were studied: the relevance of significant others in a dance career; the issue of detecting dance talent and, also, using Bloom's proposed three career stages in a talent domain, how teachers are described by students, and what the characteristics of a typical dance class are. A questionnaire was constructed and administered to 129 students in the Dance Department at the Amsterdam School of the Arts, the Netherlands. The results indicate that, in addition to the dance teacher and parents (as highlighted in Bloom's study), peers should also be considered. Furthermore, the majority of students have been labelled "talented" at some point in their career, notably by teachers and other dance experts, while in fact parents played no role here. A new measurement format was introduced in an attempt to reveal the peculiarities of teacher and dance class during the three career stages. The results obtained correspond to Bloom's findings. Therefore, the present study not only supports Bloom's findings in a dance sample, but also offers a generalisation from Bloom's male-dominated sample to a female-dominated one. 相似文献
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We present an exploratory study of biologists’ ideas about higher-order cognition questions. We documented the conversations of biologists who were writing and reviewing a set of higher-order cognition questions. Using a qualitative approach, we identified the themes of these conversations. Biologists in our study used Bloom''s Taxonomy to logically analyze questions. However, biologists were also concerned with question difficulty, the length of time required for students to address questions, and students’ experience with questions. Finally, some biologists demonstrated an assumption that questions should have one correct answer, not multiple reasonable solutions; this assumption undermined their comfort with some higher-order cognition questions. We generated a framework for further research that provides an interpretation of participants’ ideas about higher-order questions and a model of the relationships among these ideas. Two hypotheses emerge from this framework. First, we propose that biologists look for ways to measure difficulty when writing higher-order questions. Second, we propose that biologists’ assumptions about the role of questions in student learning strongly influence the types of higher-order questions they write. 相似文献
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More universities are offering online instruction for students though we know little about effective online learning. Some have found online instruction increases student participation while others have reported that students prefer the traditional face‐to‐face format This study of gifted education graduate students follows the expectation that online students ought to have time to be more thoughtful with online course interactions as compared to the time‐constrained interactions in a face‐to‐face course. Researchers evaluated students’ thinking levels (as per Bloom's Taxonomy) in the online discussion forums required by a graduate course in gifted education. Results indicate there was no relationship between the level of the prompt and the level of the responses. Higher level prompts did not necessarily generate higher level responses. The research‐developed Rubric for Evaluation of Online Discussions can be used both as an instructional guide and as an evaluation rubric to assess the level of online discussions. 相似文献
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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
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Role of comprehension on performance at higher levels of Bloom's taxonomy: Findings from assessments of healthcare professional students 
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下载免费PDF全文 Anne‐Marie A. Verenna Kim A. Noble Helen E. Pearson Susan M. Miller 《Anatomical sciences education》2018,11(5):433-444
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
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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
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Susan Talburt 《International journal of qualitative studies in education》2013,26(6):615-621
This response to Leslie Bloom's "Interpreting interpretation: gender, sexuality and the practice of not reading straight" explores Bloom's interpretations of her interpretations of a research participant's life-history narrative. Taking as a given that sexuality places research in a crisis of knowledge and limits, I ask how Bloom's meta-interpretive narrative informs inquiry that seeks not only to break with heteronormative structures of knowing but also to exceed the given. As Bloom's article suggests, to understand the researcher as in a constant state of transformation is to understand interpretation as always in process, always other to itself, inviting new responses. This process of becoming other highlights the perpetual reworkings of the implications of researchers' implications and relations as interpreters of others'- and our own- lives and experiences. Becoming other by interpreting interpretation demands that we let go of certainty by acknowledging the unknowability of the other in self-other relations, the other in our relations to self, and the other in interpretation itself. 相似文献
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One of the major challenges facing anatomy educators is delivering the anatomy materials in fewer hours with a reduction of anatomy courses in the integrated curricula. The flipped classroom modality may be an innovative solution. However, its effectiveness remains under debate due to a lack of outcome-based research and the mixed results of students' performance. The present study aimed to determine the outcome of the flipped classroom based upon the level of student cognition. The study investigated performance on 17 multiple-choice anatomy questions as a part of the final examination of the musculoskeletal system module. The results were compared between the first-year female students of Qassim Medical College, specifically the flipped classroom group (46 students) of the academic year (2018–2019) and the traditional group (49 students) of the academic year (2017–2018). The mean differences in the students' grades on the anatomy questions at the level of knowledge, application, and analysis using Cohen's d test were 0.43, 1.41, and 1.01, respectively. These results suggest the positive impact of flipping the students' classrooms on improving their levels of thinking according to Bloom's taxonomy. Perception surveys also revealed students' enthusiasm for the pre-class activities, leading to a better performance in the class with more engagement with their peers and teachers. The present study suggested that the flipped classroom modality can be performed to compensate for the reduction of anatomy educational hours. However, further studies are recommended to investigate the best practices of the flipped classroom that fit with the students' needs and workloads. 相似文献
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Writing and pseudo‐writing from Internet‐based sources: implications for learning and assessment 下载免费PDF全文
下载免费PDF全文 Håvard Skaar 《Literacy》2015,49(2):69-76
In recent years, plagiarism has been on the increase across the Western world. This article identifies Internet access as a contributory cause of this trend and addresses the implications of readily available Internet sources for the teaching and assessment of writing in schools. The basis for the article is a previous study showing a wide incidence of plagiarism in the Internet‐based writing of students in three classes at upper secondary school level in Norway. I relate the students' choices to writing as a cognitive process and as a cultural practice. My basic assumption is that the students' writing is work. It is this work we have in mind when we relate writing to learning and when we assess students' skills on the basis of their written texts. Access to the Internet changes the premises for this work because writing can be replaced by ‘pseudo‐writing’. ‘Pseudo‐writing’ is a work reducing writing practice, which neither excludes nor coincides with what we traditionally associate with plagiarism in schools. The main point in this article is that when students have access to the Internet during essay writing, the result is unavoidably a product of both writing and pseudo‐writing. Internet access thus leads to greater uncertainty about the role writing plays in student learning and makes it more difficult to take written assignments into account in assessing students' school results and effort. 相似文献