Using Bloom’s Taxonomy to Evaluate the Cognitive Levels of Master Class Textbook’s Questions

Assaly, Ibtihal; Smadi, Oqlah

doi:10.5539/elt.v8n5p100

Cited by 68 publications

(69 citation statements)

References 20 publications

(6 reference statements)

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“…Critical thinking skills namely the skill of giving wise judgments and critiquing something using logical and scientific reasons [15]. The HOTS question according to Bloom, Englehart, Furst, Hill & Krathwohl consists of cognitive levels that are analyzing, synthesizing and evaluating [16]. The HOTS question in the CHIBO Adventure game encourages developing critical thinking skills through questions about analyzing cognitive (C4) and evaluating levels (C5).…”

Section: Construct Validity A) Science Characteristicsmentioning

confidence: 99%

CHIBO Adventure Games a Learning Media on Chemical Bond Matter for Senior High School

Mardiana¹,

Lutfi²,

Novita³

2019

Proceedings of the National Seminar on Chemistry 2019 (SNK-19)

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The research aims to get the feasibility of CHIBO Adventure game as a learning media on chemical bond matter for senior high school. The research method uses Research and Development (R&D) done until limited testing phase. The test was conducted to 30 students of 10 th grade of SMA Negeri 1 Manyar-Gresik. Feasibility of a game based on the aspects of validity, practicality, and effectiveness. The validity aspects is obtained from the validity assessment by validator consisting of two chemistry lecturers and one chemistry teacher. Practicability aspects are obtained from student activities observations and student response questionnaire. Effectiveness aspect obtained from learning outcomes and student learning motivation. The results of the content validity obtained range percentage 86%-93% in a very valid category and construct validity obtained in the range of 66%-100% in a valid and very valid category. The results of student activities observations obtained range percentages 83% to 100% in very good categories and the results of student responses questionnaire obtained range percentages 83%-100% in very good categories. Students learning outcomes obtained classical completeness get percentage of 100% and the results of student learning motivation questionnaires obtained a percentage of 83%-93% in a very good category. Based on the results of the research, the CHIBO Adventure game is feasible as learning media in chemical bond matter for high school students.

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Section: Construct Validity A) Science Characteristicsmentioning

confidence: 99%

CHIBO Adventure Games a Learning Media on Chemical Bond Matter for Senior High School

Mardiana¹,

Lutfi²,

Novita³

2019

Proceedings of the National Seminar on Chemistry 2019 (SNK-19)

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“…Special attention in the development of higher order cognitive skills rightfully goes to the reading curriculum because learner's interaction with the written text is important in terms of thought stimulation. The following while-reading activities are among the most efficient: comparing and contrasting ideas, distinguishing the perspectives of the author and the heroes, explaining cause-and-effect relationship, interpreting circumstances, inferring insights and resolving puzzles [21].…”

Section: Literature Analysismentioning

confidence: 99%

Cognitive skills in education: typology and development

Millrood¹,

Максимова²

2018

Language and Culture

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This publication addresses the issue of cognitive skills as a challenge for the teachers and an asset for the learners. Despite the unanimity in accepting cognitive skills development as a rightful educational agenda, teaching practitioners give preference to the development of lower-order cognitive skills in learners. The reason lies not only the backwash effect of closed-ended testing tasks, but also teachers' beliefs. The hypothesis of the research consists in the following proposition: cognitive skills growth in the classroom depends on explicit training of lower-and higher-order cognitive skills. This research draws on teachers' opinion poll, follow-up interviews and a case study of teaching students of engineering specialties a set of higher-order cognitive skills in their lessons of English. Cognitive skills enable the learner to work out the four types of knowledge such as, factual (facts and events), conceptual (theories and models), procedural (methodology and processes), and metacognitive (awareness of ways and practices of critical thinking). These types of knowledge, based on higher-order thinking, enable the learners to make wellinformed decisions as a result of productive thinking. Creative procedures of knowledge generation and application enhance learners' cognitive abilities further on. The article considers the barrier raised by the teaching community that gives preference to challenging learners with acquiring the ready-made knowledge rather than with the knowledge-producing tasks. Ready-made knowledge acquisition seems to be more appealing to both teachers and students, because of the fast-gained results, while cognitive skills development bears fruit much later. The truth is that there is no fast track towards higherorder cognitive skills development. Therefore, declarative knowledge prevails.

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“…One useful reference for EAP instructors to organize the reflection activities into their various components is Bloom's taxonomy (e.g., Assaly & Smadi, ; Krathwohl, ). Using Bloom's taxonomy, instructors can arrange the reflection tasks on a less (i.e., analysis) to more challenging (i.e., synthesis) continuum, depending on students’ proficiency levels.…”

Section: The Five‐prong Teaching Strategymentioning

confidence: 99%

Preparing Diverse Learners for University: A Strategy for Teaching EAP Students

Bhowmik

Kim

2017

TESOL Journal

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With a burgeoning international student population, most universities around the world offer English for Academic Purposes (EAP) courses. Because classes are so diverse, it is challenging to meet the specific needs of EAP students. Keeping this status quo as a departure point, the authors discuss a five-prong strategy for teaching EAP, which involves academic culture acclimatization, student voice, teachable moments, reflection, and autonomy. They discuss this teaching strategy with specific examples, arguing that it helps provide a common reference point that all EAP instructors can use as heuristics, regardless of the context of their teaching. In addition, it promotes studentcenteredness in the EAP classroom and encourages students to become more involved in the learning process.

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Using Bloom’s Taxonomy to Evaluate the Cognitive Levels of Master Class Textbook’s Questions

Cited by 68 publications

References 20 publications

CHIBO Adventure Games a Learning Media on Chemical Bond Matter for Senior High School

CHIBO Adventure Games a Learning Media on Chemical Bond Matter for Senior High School

Cognitive skills in education: typology and development

Preparing Diverse Learners for University: A Strategy for Teaching EAP Students

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