Application of Alternative Statistical Techniques to Examine the Hierarchical Ordering in Bloom's Taxonomy

Miller, William G.; Snowman, Jack; Ohara, Takahiro

doi:10.2307/1162776

Cited by 5 publications

(6 citation statements)

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“…The taxonomy categorises and ranks increasing levels of higher order thinking: (i) knowledge, (ii) comprehension, (iii) application, (iv) analysis, (v) synthesis, and (xi) evaluation. The taxonomy hierarchy is cumulative and easy to understand, with many examples listed by Bloom and colleagues (1956), a wealth of supporting empirical studies (e.g., Kropp et al 1966;Miller et al 1979), and well established validity (Seaman 2011). A summary, with explanations and some mathematical examples, is shown in Table 1.…”

Section: Higher Order Thinking and Bloom's Taxonomymentioning

confidence: 99%

Interdisciplinary Learning in Mathematics and Science: Transfer of Learning for 21st Century Problem Solving at University

Nakakoji

Wilson

2020

J. Intell.

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Transfer of learning, the application of learning to different contexts over time, is important to all learning for development. As 21st century skills specifically aim to be “generic,” there is an assumption that they can be transferred from context to context. We investigate the process of transfer in problem solving, with specific focus on mathematical problem solving tasks. Problem solving is highly valued in 21st century workplaces, where mathematical skills are also considered to be foundational in STEM and of paramount importance. This study examines the transfer of first semester mathematics learning to problem solving in second semester physics at university. We report on: (1) university students’ (n = 10) “think-aloud” accounts of the process of transfer; and (2) students’ (n = 10) and academics’ (n = 8) perspectives on transfer processes and problem solving. Think-aloud accounts show students’ recursive use of interpretation, integration, planning and execution thinking processes and highlight the meta-cognitive strategies used in transfer. Academics’ and students’ perspectives on transfer show disparities. Understanding these perspectives is important to current initiatives to integrate and optimise 21st century learning within universities. We argue that renewed attention on the concept of transfer is needed if the generic aims of 21st century skills are to be understood and promoted.

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Section: Higher Order Thinking and Bloom's Taxonomymentioning

confidence: 99%

Interdisciplinary Learning in Mathematics and Science: Transfer of Learning for 21st Century Problem Solving at University

Nakakoji

Wilson

2020

J. Intell.

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“…They concluded that direct links are highly influenced by a student's general mental ability (, 258) and that the higher levels (Analysis, Synthesis, Evaluation) drew more on general ability than content knowledge (, 261). Miller, Snowman, and O’Hara reanalyzed the same data using multiple methods to conclude that “all the techniques reject a simple hierarchical interpretation among the variables” (, 247). However, a couple of years later, Hill and McGaw () employed LISREL analysis, omitting Knowledge because of its rudimentary nature in Bloom, to conclude that the remaining five levels were ordered hierarchically.…”

Section: Mapping Previous Journeys: Literature Reviewmentioning

confidence: 99%

Traversing Bloom's taxonomy in an introductory scripture course

Bruehler

2018

Teaching Theology & Religion

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Many courses in higher education rely on the hierarchical organization of Bloom's taxonomy to categorize and sequence learning. Introductory courses on scripture often emphasize remembering content and background as a basis for applying the sacred text to one's life. However, a review of the literature demonstrates little support for the widely assumed hierarchical nature of Bloom's taxonomy. Furthermore, this study examined the performance of lection instruments into their various

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“…In other words, each cognitive level builds on and requires the utilization of the lower levels. While subsequent research has shown this idea does not hold true in a strict sense (Madaus et al, 1973; Miller et al, 1979; Hill and McGaw, 1981; Anderson, et al, 2001), it is generally accepted that lower‐order concepts are important for higher‐order thinking (Kim et al, 2012). Verenna et al (2018) looked at this relationship among students in healthcare fields and showed that performance on questions in the comprehension domain was important in predicting success on questions requiring application and analysis.…”

Section: Discussionmentioning

confidence: 99%

Higher‐Order Assessment in Gross Anatomy: A Comparison of Performance on Higher‐ Versus Lower‐Order Anatomy Questions between Undergraduate and First‐Year Medical Students

Thompson

Giffin

2020

Anatomical Sciences Ed

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Gross anatomy is considered by many the backbone of medical education. While learning anatomy has a reputation of requiring mainly rote memorization, modern day anatomy education often involves instruction and assessment at cognitive levels that foster higher‐order thinking. In many instances, these higher‐order anatomical concepts are taught to graduate students in healthcare‐related fields, such as medicine. At this level, students are expected to apply and analyze anatomical information since that is what will ultimately be expected of them as professionals. In contrast, undergraduate anatomy education is typically more introductory in nature and often takes place in the setting of a large‐enrollment course that serves as a prerequisite for many health sciences degree programs. In this study, variables related to the assessment of higher‐order concepts in clinical anatomy were compared between first‐year medical students and undergraduate students enrolled in an upper‐level human gross anatomy course. Results demonstrate that undergraduate students perform lower than medical students overall, but the degree of difference in how they perform on higher‐ versus lower‐order questions is comparable. The most notable exception is on practical examinations, where undergraduate students tend to struggle more with applying and analyzing information. Exploration of additional variables provides insight into how the cognitive level being assessed affects the time it takes to answer a question and how different practical examination question types and formats influence student performance. Findings presented in this study have implications for designing anatomy courses and underscore the importance of blueprinting assessments.

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Application of Alternative Statistical Techniques to Examine the Hierarchical Ordering in Bloom's Taxonomy

Cited by 5 publications

References 0 publications

Interdisciplinary Learning in Mathematics and Science: Transfer of Learning for 21st Century Problem Solving at University

Interdisciplinary Learning in Mathematics and Science: Transfer of Learning for 21st Century Problem Solving at University

Traversing Bloom's taxonomy in an introductory scripture course

Higher‐Order Assessment in Gross Anatomy: A Comparison of Performance on Higher‐ Versus Lower‐Order Anatomy Questions between Undergraduate and First‐Year Medical Students

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