Using Bloom’s Taxonomy to Assess Information Hygiene Skills

Abstract

The article raises the problem of assessing young people's information hygiene skills. The authors emphasize that despite the massive introduction of special courses on information hygiene, and the popularization of open educational resources on media literacy, Ukrainian society remains sensitive to informational influences, which is confirmed by hybrid military aggression. The authors consider a change in approaches to the evaluation of the results as one of the possible solutions to the situation. The article substantiates the appropriateness of using Bloom's taxonomy to assess the formation of youth information hygiene skills. The authors use theoretical (analysis of practices in the application of Bloom's taxonomy in the educational process, modelling of the evaluation process) and empirical (observation, expert evaluations, pedagogical experiment) research methods. A pedagogical experiment is described, the idea of which is to compare two methods of assessing the formation of information hygiene skills: an online test for checking the level of media literacy and a comprehensive test of information hygiene skills based on Bloom's taxonomy. The research model involved a double assessment of the formation of information hygiene skills in both ways. The first check took place after half of the course, and the second -at the end of the course. The evaluation results were compared. Based on the comparison of the results, the authors concluded that using Bloom's taxonomy for assessment provided advantages, as it allowed for the analysis of failure and ways to correct gaps in learning outcomes, while online tests gave higher skill assessments.