Using Action Verbs as Learning Outcomes: Applying Bloom’s Taxonomy in Measuring Instructional Objectives in Introductory Psychology

Nevid, Jeffrey S.; McClelland, Nate

doi:10.11114/jets.v1i2.94

Cited by 16 publications

(14 citation statements)

References 20 publications

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“…As expected, students performed better overall on lower level questions (basic definitions and content knowledge) than on higher level questions that required cognitive skills relating to application, analysis, and explanation. Previous research has shown that exam questions that tap into more complex cognitive skills in Bloom’s taxonomy have higher difficulty levels than questions assessing lower level cognitive skills (Nevid & McClelland, 2013).…”

Section: Discussionmentioning

confidence: 99%

Effects of Higher and Lower Level Writing-to-Learn Assignments on Higher and Lower Level Examination Questions

Nevid

Ambrose

Pyun

2017

Teaching of Psychology

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Our study examined whether brief writing-to-learn assignments linked to lower and higher levels in Bloom’s taxonomy affected performance differentially on examination performance in assessing these skill levels. Using a quasi-random design, 91 undergraduate students in an introductory psychology class completed eight lower level and eight higher level writing assignments. We based both higher and lower level writing assignments on the same concepts drawn from chapters of the accompanying textbook but which differed in level of cognitive complexity. The results favored a top-down approach by showing that higher level writing assignments produced significantly better performance on both lower and higher level exam questions derived from concepts students had written about.

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Section: Discussionmentioning

confidence: 99%

Effects of Higher and Lower Level Writing-to-Learn Assignments on Higher and Lower Level Examination Questions

Nevid

Ambrose

Pyun

2017

Teaching of Psychology

Self Cite

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“…Representasi kata kerja dalam buku teks mempertegas luaran pembelajaran (Stanny, 2016). Satu level kognitif dapat dipertegas dengan berbagai macam kata kerja, sehingga capaian kemampuan kognitif yang tinggi tidak merepresentasikan kemampuan seluruh bentuk aktivitas yang tercakup di dalamnya (Nevid and McClelland, 2013). Penggunaan kosakata dalam buku teks seharusnya disesuaikan dengan tingkatan pendidikan.…”

Section: Pembahasanunclassified

Kompleksitas dan Determinasi Luaran Pembelajaran pada Buku Teks Kurikulum 2013 Kelas 4 Sekolah Dasar Tema 2

Purnanto¹,

Triana²,

Rahmawati³

et al. 2020

JIP

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Buku teks pelajaran merupakan pedoman utama dalam pendidikan dan pengembangan kognitif siswa. Penelitian ini bertujuan untuk mengkaji tingkat kompleksitas pertanyaan dalam buku teks elektronik kurikulum 2013 kelas IV SD tema 2 dan menganalisis target luaran pengembangan kognitif siswa. Buku teks yang dikaji yaitu buku teks elektronik terbitan tahun 2017 yang dapat diakses pada halaman https://bukusekolahdigital.com. Penelitian dilakukan secara deskriptif eksploratif. Penelitian dilakukan denga mengidentifikasi kata kerja dan mengelompokkannya sesuai dengan taksonomi Bloom. Tingkat kompleksitas dinilai berdasarkan jumlah level kognitif dalam setiap pertanyaan, sedangkan luaran pengembangan kognitif dinilai berdasarkan kata kerja yang paling sering muncul dari seluruh item pertanyaan. Analisis statistik dilakukan dengan chi-square dan korelasi Pearson. Hasil analisis menunjukkan bahwa kompleksitas soal yang terdapat pada buku teks elektronik kurikulum 2013 untuk kelas IV SD tema 2 termasuk dalam kategori sedang dengan dominasi kognitif level C3 dan C4. Hasil analisis statistik menunjukkan bahwa proporsi soal untuk setiap level kognitif dan proporsi tingkat kompleksitas soal tidak menyebar secara merata. Analisis tabulasi silang menunjukkan bahwa tidak ada perbedaan yang signifikan antara proporsi jumlah soal berdasarkan target kognitif dan tingkat kompleksitas. Analisis korelasi menunjukkan bahwa jumlah kata kerja yang teridentifikasi berkaitan erat dengan jumlah pertanyaan dalam setiap level kognitif. Analisis terhadap target luaran pembelajaran pada buku teks kelas IV tema 2 lebih terfokus pada level kognitif C5 dengan proses kognitif berupa “menyimpulkan”. Peningkatan kualitas buku teks diperlukan untuk mendorong pengembangan kemampuan berpikir kritis siswa.

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“…Student competency in the course's learning outcomes was measured by adopting the Bloom's (1956) taxonomy which represents the hierarchy of skills development on expected outcomes such as knowledge, comprehension and application. To measure the skills at different levels of cognitive complexity and higher-order skills, which particularly require more sophisticated cognitive processes (Crowe, Dirks, & Wenderoth, 2008;Nevid & McClelland, 2013), competency on course learning outcomes was measured by a series of multiple-choice exams, grouped according to Bloom's taxonomy (memory, understanding, and apply) to be able to develop a reliable and valid assessment (Haladyna, 1999). Each group on Bloom's taxonomy had eleven questions; and each memory items on learning outcomes was scored as two points, understanding items were awarded three points, and apply items were awarded four points.…”

Section: Competencies In Learning Outcomesmentioning

confidence: 99%

An Experimental Study of the Effect of Computer Assisted Learning on Metacognitive Performance Development in Psychology Teaching

Çoymak

2019

CONT ED TECHNOLOGY

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There is a growing interest in the use of computer-based learning environments to enhance learning in higher education, but the implications of this on the improvement of metacognition in higher education have yet to be adequately explored. In the current study, 175 students who enrolled in an introductory psychology course were randomly assigned to experimental and control groups (computer-assisted vs. self-managed). In the computer-assisted condition, besides the lecture delivered four hours per week and for three months in total, students took a set of assignments based on evidence-based teaching in a computer-based environment. The control group, however, took these assignments as in-and-out class activities without using a computer environment. An assessment based on Bloom's taxonomy was utilized to obtain metacognitive and competency scores for both groups. The results of the study showed that the students who completed the structured learning assignments as computer-based, self-learning environment showed better metacognition performance than those in the self-managed group, who did not engage with the online platform, even though there was no significant difference between the groups regarding competence on the course's learning objectives. The current experiment offers an empirical validation for why instructors should use technology as a self-regulatory tool that enhances students' metacognitive performance and competence of learning outcomes.

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Using Action Verbs as Learning Outcomes: Applying Bloom’s Taxonomy in Measuring Instructional Objectives in Introductory Psychology

Cited by 16 publications

References 20 publications

Effects of Higher and Lower Level Writing-to-Learn Assignments on Higher and Lower Level Examination Questions

Effects of Higher and Lower Level Writing-to-Learn Assignments on Higher and Lower Level Examination Questions

Kompleksitas dan Determinasi Luaran Pembelajaran pada Buku Teks Kurikulum 2013 Kelas 4 Sekolah Dasar Tema 2

An Experimental Study of the Effect of Computer Assisted Learning on Metacognitive Performance Development in Psychology Teaching

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