Using Bloom's Taxonomy as a Framework for Classroom Assessment

Kastberg, Signe E.

doi:10.5951/mt.96.6.0402

Cited by 22 publications

(9 citation statements)

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“…While this focus is consistent with the HOT and LOT division, the approach should be more balanced, since the essential structure of the taxonomy was a cumulative hierarchy (Kastberg, 2003). The taxonomy is a hierarchy because the classes of objectives are arranged in order of increasing complexity, and cumulative because each class of behaviours was presumed to include all the behaviours of the less complex classes (Kreitzer & Madaus 1994, as cited in Kastberg, 2003). This means HOT tasks can only be effectively fulfilled if LOT is at a sufficient level.…”

Section: Chapter Five: Discussionmentioning

confidence: 87%

“…As found by Flannagan (2018), the Canadian classrooms often skip this step to focus more on other "discovery" tasks that promised to allow higher-order critical thinking skills. While this focus is consistent with the HOT and LOT division, the approach should be more balanced, since the essential structure of the taxonomy was a cumulative hierarchy (Kastberg, 2003). The taxonomy is a hierarchy because the classes of objectives are arranged in order of increasing complexity, and cumulative because each class of behaviours was presumed to include all the behaviours of the less complex classes (Kreitzer & Madaus 1994, as cited in Kastberg, 2003).…”

Section: Chapter Five: Discussionmentioning

confidence: 93%

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Doing the Math: Comparing Ontario and Singapore Mathematics Curriculum at the Primary Level

AISDL¹

2020

Preprint

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This paper sought to investigate the fundamental differences in mathematics education through a comparison of curriculum of 2 countries—Singapore and Canada (as represented by Ontario)—in order to discover what the Ontario education system may learn from Singapore in terms of mathematics education. Mathematics curriculum were collected for Grades 1 to 8 for Ontario, and the equivalent in Singapore. The 2 curriculums were textually analyzed based on both the original and the revised Bloom’s taxonomy to expose their foci. The difference in focus was then compared and discussed to find the best ways to improve the Ontario mathematics curriculum. With one of the best education systems in North America, the Ontario mathematics curriculum would only need to refocus its attention towards a more balanced approach, with greater focus on understanding through practices. Ontario would benefit greatly from a deeper research into the Singaporean math curriculum.

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Section: Chapter Five: Discussionmentioning

confidence: 87%

Section: Chapter Five: Discussionmentioning

confidence: 93%

Doing the Math: Comparing Ontario and Singapore Mathematics Curriculum at the Primary Level

AISDL¹

2020

Preprint

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“…Bloom's taxonomy makes sure that Students have clear, measurable instructional objectives, indicating disparities between what teachers teach and what they assess. Bloom's taxonomy plays the role of a guide for learning development and assessment construction by providing a concrete consciousness to balance between teaching and testing, which educationalists consider essential in the development of the students' cognition (Kastberg, 2003). The American heritage dictionary (2016, p 1528) defines cognition or understanding as "the mental process of knowing, including aspects such as awareness, perception, reasoning, and judgment, or that which comes to be known, as through perception, reasoning, or intuition; knowledge."…”

Section: Literature Review Bloom's Taxonomymentioning

confidence: 99%

An Evaluation of the Algerian EFL Baccalaureate Exam under the Cognitive Domains of Bloom’s Taxonomy

Belarbi

Bensafa

2020

SSRN Journal

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The Algerian English foreign language (EFL) baccalaureate is a high stake exam that assesses both students' learning and their critical thinking skills. Thus, devising appropriate and effective exam questions may be a problematic issue for tests designers. Under the requirements of the current Algerian English curriculum, the exam questions must cover the lower and higher-order thinking skills of Bloom's taxonomy. On this basis, this research paper seeks to investigate the effectiveness of the EFL baccalaureate exam papers, and aims to answer the research question: 'To what extent does the Algerian EFL Baccalaureate exam paper cover the lower and higher-order thinking skills of Bloom's taxonomy?' This research is a descriptive content analysis; the researcher analyzed the exam questions of the Algerian EFL Baccalaureate under the cognitive domains of Bloom's taxonomy. This study is significant as it helps tests' designers to design practical EFL exams that develop students' thinking skills and language competencies. The findings of this study revealed that the EFL baccalaureate exam does not establish the students' higher-order thinking skills and does not assess their communicative abilities. Accordingly, some recommendations are suggested to hopefully help test designers to improve the quality of the EFL Baccalaureate questions.

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“…This literature, however, refers merely to teaching engineering at a college or university level. With respect to K-12 education, a great deal of literature is available about using bloom's taxonomy for teaching subjects such as mathematics (Kastberg, 2003) or science (Bissell and Lemons, 2006;Bennett, 2001), but much less has been written about using this scale for teaching engineering and technology in K-12 education. This has partially to do with two facts: the traditional technology education curriculum and the work of scholars in this area relate only little to general tools for instructional design and evaluation; and the engineering-oriented curriculum is a relatively new area in K-12 education.…”

Section: The Cognitive Dimensionmentioning

confidence: 99%

Teaching engineering and technology: cognitive, knowledge and problem-solving taxonomies

Barak

2013

Journal of Engineering, Design and Technology

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Purpose -This paper aims to explore the objectives and methods of teaching engineering and technology education (ETE) through the lens of three educational taxonomies in cognitive, knowledge and problem-solving perspectives. This analysis is useful in light of today's increasing interest in teaching engineering and technology in K-12 education, instead of crafts or manual skills. Design/methodology/approach -This is an exploratory study. Technology and engineering education is a relatively new area in K-12 education, and little has been written about the use of general educational taxonomies for analysing and designing the teaching and learning of this subject. Findings -The literature analysis teaches us that fostering students' higher-order capabilities such as design and problem solving in engineering and technology cannot take place in isolation from specific knowledge. Instruction should be designed to: develop a certain degree of factual, procedural, conceptual and meta-cognitive knowledge in relevant areas of technology, science and mathematics; and engage learners in assignments of increasing cognitive levels, from simple to complex ones. Originality/value -This work is original and valuable in that it explores ETE through tools often used in the educational literature and research, rather than regarding technology education as an exceptional school subject. This could encourage making engineering and technology a core component in the overall curriculum.

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Using Bloom's Taxonomy as a Framework for Classroom Assessment

Cited by 22 publications

References 0 publications

Doing the Math: Comparing Ontario and Singapore Mathematics Curriculum at the Primary Level

Doing the Math: Comparing Ontario and Singapore Mathematics Curriculum at the Primary Level

An Evaluation of the Algerian EFL Baccalaureate Exam under the Cognitive Domains of Bloom’s Taxonomy

Teaching engineering and technology: cognitive, knowledge and problem-solving taxonomies

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