Relationship between examination questions and bloom's taxonomy

Jones, Karl O.; Harland, Janice; Reid, Juliet M. V.; Bartlett, Rebecca

doi:10.1109/fie.2009.5350598

Cited by 64 publications

(37 citation statements)

References 5 publications

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“…In other words, a good assessment is demanded. Jones et al (2009) proposed that a good assessment should comprise different cognitive levels in order to conform students distinctive capabilities. On the basis of this issue, what should be done is to promote functional assessment tools to measure students' both learning and critical thinking skills according to the six stages of the Bloom's taxonomy.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service English Teachers’ Attitude Towards Hots to Prepare Better Assessment

Siregar

Amalia

2022

JEELS

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Although Higher-Order Thinking Skill (HOTS) has currently been an ongoing topic of interest among educational researchers, there has been no wide exploration of such notion and its relation to the learning assessment. This instrumental case study aimed to investigate attitudes of Indonesian pre-service English teachers with reference to using HOTS-based test to prepare better assessment. The study was qualitatively conducted to scrutinize the participants’ attitudes on using the HOTS framework in designing more qualified assessment for students. The data were obtained through interview and questionnaire. The total of 10 pre-service teachers participating in the study were purposively chosen regarding their familiarity and comprehension with the study issue. The data were analyzed by employing descriptive qualitative data analysis. The result indicated that in spite of some situational restrictions, all of the participants shared their positive attitude towards HOTS principles to be adopted in providing better assessment from the affective, behavioral and cognitive points of view due to some influencing factors. More researches on the area of HOTS and its implementation on the area of assessment were also expected to furnish more contributive information in this issue.

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Section: Introductionmentioning

confidence: 99%

Pre-Service English Teachers’ Attitude Towards Hots to Prepare Better Assessment

Siregar

Amalia

2022

JEELS

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“…The midterm exam uses a sequence of progressively higher order thinking [14], using Bloom's cognitive process dimension of the revised taxonomy [10], which remedies the tendency of exams to neglect higher order thinking.…”

Section: Comparative Usage Exammentioning

confidence: 99%

“…are necessary to promote cognitive flexibility [13]. Various levels of difficulty (e.g., Bloom's cognitive levels) for effective assessment are necessary [14]. The instructor team has a working set of answers but any new insights added by a student are given additional credit since instructors often have a different or more mature lens through which they view a situation.…”

Section: Introductionmentioning

confidence: 99%

Case exams for assessing higher order learning: A comparative social media analytics usage exam

King

Khauli

2016

2016 IEEE Global Engineering Education Conference (EDUCON)

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Analyzing the media channel usage of companies via analytics is an essential skill for managing social media. To acquire this skill, students must have repetitive exercises that invoke higher order thinking. The social media usage comparative case exam uses the framework of a case-based exam to provide both learning and assessment. The pre-exam consists of the time-consuming analysis of social media usage while students have access to help in using analytics tools. The actual exam uses progressive cognitive (Bloom) level questions that have a core of correct answers which allow for student responses to be consistently graded in a timely manner. The paper describes the thought process behind this exam format that can be applied to context-driven engineering courses.

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“…In the revised BT, 16 'creating', defined as 'Putting elements together to form a coherent or functional whole' replaces synthesis. Jones et al 20 proposes design, construct, develop, and formulate as the question verbs. One concludes that on this higher cognitive level, the examinee is required to put together knowledge from several areas or from different parts of the syllabus to design a known system that satisfies novel conditions.…”

Section: Synthesismentioning

confidence: 99%

Bloom's Taxonomy as a Pedagogical Model for Signals and Systems

Ursani

Memon

Chowdhry

2014

International Journal of Electrical Engineering & Education

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Bloom's taxonomy (BT) is a hierarchical organisation of global educational objectives. Its cognitive domain has been used to improve pedagogy in several disciplines of science, technology, engineering and mathematics (STEM). At the same time, it has helped improve assessment methods in the domain of STEM. The work presented herein describes taxonomic levels specific to learning objectives in the electrical engineering course entitled 'Signals and Systems' (S&S). Corresponding to those taxonomic levels, the paper also presents test questions to assess the students at different levels of cognition. In order to validate the proposed taxonomy, the presented test paper is used for summative assessment of 981 students. Results of this assessment are found to agree with the assumed taxonomic levels of the test questions. The results of this test fit closely to the bell-curve distribution and are contrasted with the results from an older, stereotypical examination that was not BT-aware.

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Relationship between examination questions and bloom's taxonomy

Cited by 64 publications

References 5 publications

Pre-Service English Teachers’ Attitude Towards Hots to Prepare Better Assessment

Pre-Service English Teachers’ Attitude Towards Hots to Prepare Better Assessment

Case exams for assessing higher order learning: A comparative social media analytics usage exam

Bloom's Taxonomy as a Pedagogical Model for Signals and Systems

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