The Role of Assessment in the Revised Taxonomy

Airasian, Peter W.; Miranda, Helena

doi:10.1207/s15430421tip4104_8

Cited by 80 publications

(54 citation statements)

References 1 publication

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“…Bunlar gerçek bilgi, kavramsal bilgi, işlemsel bilgi ve üstbilişsel bilgi. Bilişsel süreç boyutu ise 6 kategoriden oluşmaktadır (Airasian ve Miranda, 2002;Green, 2010). Bloom'un (1956) önceki taksonomisi ile karşılaştırıldığında kategori sayısının değişmediği görülmektedir.…”

Section: Introductionunclassified

The View of Primary School Fourth Grade Students and Teachers’ Questions about Turkish Language Lessons in the Terms of the Revised Bloom Taxonomy

Erdoğan

2017

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Section: Introductionunclassified

The View of Primary School Fourth Grade Students and Teachers’ Questions about Turkish Language Lessons in the Terms of the Revised Bloom Taxonomy

Erdoğan

2017

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“…Dawson et al (2013) In spite of the centrality and importance of assessment in higher education, the overwhelming focus seems to be located within the quality assurance realm of what constitutes good assessment practice. This focus is evident in research and assessment guides and policies, where the virtues of good assessment practices are portrayed as canons for developing good assessments (Morgan and Houghton 2011;Yorke 2003;Airasian and Miranda 2002;Rust 2002;Fowell, Southgate and Bligh 1999). A literature review reveals emergent themes on particular aspects of assessment, including, amongst others:…”

Section: Assessment In Higher Educationmentioning

confidence: 99%

“…Bloom's revised taxonomy (Airasian and Miranda 2002) served as a basis for explaining the aims and purposes of assessment for Diploma B. In Year 1 of this diploma, the aim was 'to assess knowledge ... to understand and remember the basics'; Year 2 required '40% -50% application ... unless the subject needs are structured differently, needing more remembering and understanding' and in Year 3, the focus was mostly on application.…”

Section: Question 2: Describe the Main Aim(s) Or Purpose(s) As Well Amentioning

confidence: 99%

The assessment strategy: An elusive curriculum structure

Scholtz

2016

SAJIE

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The unprecedented scale of curriculum development in response to national imperatives has prompted questions on curriculum approaches and strategies. The focus of this article is on how four departments conceived assessment during the recurriculation of diploma qualifications. The findings suggest that assessment is approached from a technicist perspective and compliance with principles of good assessment practice. In response to the findings, the purpose and structure of an assessment strategy as an over-arching mechanism to inform and guide assessment practices at programme level are explored. It is argued that a collaborative, programme-specific assessment strategy creates an opportunity for synergy to achieve the purpose of the qualification and for holistic graduate development.

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“…The Bloom's revised taxonomy focuses to assess the learning process of learner in terms of appropriate cognitive process and knowledge form then the trainers will apply in learning process measurement to support the instructive potency, instructional assessment analysis, curriculum design etc. (Box, 2004;Chyung & Stepich, 2003;Lister & Leaney, 2003;Scott, 2003;Airasian & Miranda, 2002;Mayer, 2002).…”

Section: Bloom's Taxonomymentioning

confidence: 99%

Measurement of Learning Process by Semantic Annotation Technique on Bloom’s Taxonomy Vocabulary

Yanchinda¹,

Yodmongkol²,

Chakpitak³

2015

IES

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A lack of science and technology knowledge understanding of most rural people who had the highest education at elementary education level more than others level is unsuccessfully transferred appropriate technology knowledge for rural sustainable development. This study provides the measurement of the learning process by semantic annotation technique on Bloom's Taxonomy vocabulary to prove the effectiveness of tutorial science ontology improving the learning process of non-science and technology educated farmers. The result showed that (i) experimental sample group who additional social science ontologies significantly improve learning process of throughput domain knowledge. (ii) The experimental group reaches analysis level while the control group without ontology input meets apply level. The experimental group cognitive level improves one step further of the control group.

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The Role of Assessment in the Revised Taxonomy

Cited by 80 publications

References 1 publication

The View of Primary School Fourth Grade Students and Teachers’ Questions about Turkish Language Lessons in the Terms of the Revised Bloom Taxonomy

The View of Primary School Fourth Grade Students and Teachers’ Questions about Turkish Language Lessons in the Terms of the Revised Bloom Taxonomy

The assessment strategy: An elusive curriculum structure

Measurement of Learning Process by Semantic Annotation Technique on Bloom’s Taxonomy Vocabulary

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