Not all Bloom and gloom: assessing constructive alignment, higher order cognitive skills, and their influence on students’ perceived learning within the practical components of an undergraduate biology course

Cammies, Christopher; Cunningham, John A.; Pike, Rebecca K.

doi:10.1080/00219266.2022.2092191

Cited by 3 publications

(2 citation statements)

References 38 publications

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“…The results on the alignment of cognitive levels between curriculum and assessment are important to do. This is supported by the statement that the alignment between assessment and curriculum is critical for the quality of learning to optimize student learning and ensure that each activity achieves learning objectives [41], [64]. Furthermore, curriculum and teacher knowledge of curricular goals and structures are valuable tools that teachers often use to facilitate student learning and make decisions about what assessments to use in class [65], so the teacher's assessment and curriculum objectives must match.…”

Section: Discussionmentioning

confidence: 99%

“…Zheng et al [40] conducted supporting research in 2020 which evaluated the alignment between learning designs and curriculum outcomes. Another study [41] also researched the use of Bloom's taxonomy as a tool to align the skills referred to in the Biological Sciences Curriculum with related assessments. Muhayimana et al [42] examined the use of Bloom's taxonomy to assess cognitive level alignment between questions on English exams and the curriculum in Rwandan schools.…”

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The cognitive alignment of mathematics teachers’ assessments and its curriculum

Zana,

Sa'dijah,

Susiswo

2024

IJERE

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This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.

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The cognitive alignment of mathematics teachers’ assessments and its curriculum

Zana,

Sa'dijah,

Susiswo

2024

IJERE

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Metacognitive judgements in the learning of cellular theory in elementary school students

Tamayo Alzate,

Herrera Flórez,

Romero Villegas

2023

Journal of Biological Education

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Real-Lab-Day: undergraduate scientific hands-on activity as an authentic learning opportunity in microbiology education

Moreno

Taschner

Piantola

et al. 2023

FEMS Microbiology Letters

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Traditional lab classes of microbiology are common in several educational institutions, which can provide a learning experience disconnected from the myriad of experiments performed in research laboratories. Attempting to promote an authentic learning opportunity of the functioning of a bacteriology research laboratory, we developed the ‘Real-Lab-Day’, a multimodal learning experience to develop competencies, abilities, critical analysis, and teamwork skills for undergraduate students. Students were divided into groups and assigned to research laboratories to be mentored by graduate students, to design and carry out scientific assays. Undergraduate students were introduced to methods such as cellular and molecular assays, flow cytometry, and fluorescence microscopy, as tools to address scientific questions about bacterial pathogenicity, bacterial resistance, and other topics. To consolidate their learning, students created and presented a poster in a rotational panel of peer learning. The perceived learning and interest in microbiology research were improved by the Real-Lab-Day experience, and more than 95% of the students approved the Real-Lab-Day as a teaching tool in microbiology. Students exposed to a research laboratory had a positive experience of the teaching method and over 90% saw it as beneficial to improve their understanding of the scientific concepts discussed during lectures. Likewise, their interest in pursuing a career in microbiology was stimulated by the Real-Lab-Day experience. In conclusion, this educational initiative depicts an alternative methodology to connect students to the research and offers an opportunity to be in close contact with experts and graduate students, who gain teaching experience.

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Not all Bloom and gloom: assessing constructive alignment, higher order cognitive skills, and their influence on students’ perceived learning within the practical components of an undergraduate biology course

Cited by 3 publications

References 38 publications

The cognitive alignment of mathematics teachers’ assessments and its curriculum

The cognitive alignment of mathematics teachers’ assessments and its curriculum

Metacognitive judgements in the learning of cellular theory in elementary school students

Real-Lab-Day: undergraduate scientific hands-on activity as an authentic learning opportunity in microbiology education

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