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Dissertations / Theses on the topic 'Bloom's Revised Taxonomy 2001'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Coleman, Vada M. "National Music Education Standards and Adherence to Bloom's Revised Taxonomy." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1048.

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Pressures from education reforms have contributed to the need for music educators to embrace new and diverse instructional strategies to enhance the learning environment. Music teachers need to understand the pedagogy of teaching and learning and how these affect their praxis. The purpose of this multiple case evaluative study was to investigate the instructional methods used in 10 middle school general music programs to assist students in obtaining the National Standards for Music Education. Bloom's revised taxonomy was the theoretical framework used to evaluate the teaching praxis of the par

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DeForest, Reynolds Siri Torrence. "Validating Bloom's Revised Taxonomy as a Rubric for Assessing Middle School Students' Levels of Thinking." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6990.

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Educators in a rural charter middle school in the United States were challenged with the reliable assessment of student thinking skills even though the development of higher order thinking was an espoused goal for the school. The purpose of this study was to validate a new rubric based on Bloom’s Revised Taxonomy (BRT) to reliably assess student levels of thinking as reflected in the students’ written work. A quantitative, nonexperimental design was used. The focus of the research questions was on the BRT rubric’s reliability and validity. Interrater reliability was assessed using Krippendorff

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Wheeler, Donald. "Using a summative assessment alignment model and the Revised Bloom's Taxonomy to improve curriculum development, instruction, and evaluation." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1342741571&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.

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Daniel, Bethany Rae. "Defining Critical Thinking for the 21st Century World Language Classroom." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4288.

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Critical thinking has long been recognized as a valuable skill, both in education in general and within the world language teaching field specifically. In recent years, critical thinking has been identified as one of the 21st century skills that students need to succeed in modern society (Partnership, 2009). However, there is no clear, unifying definition of the term itself (Paul, 2004), and the definition of critical thinking is debated in many different fields without support from empirical data (Kuhn, 1999). Similarly, critical thinking has been often discussed in the literature as having g

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Sagaskie, Erin Elizabeth. "The Effect of Instruction in Alternative Solutions on American Ninth-Grade Algebra I Students' Problem Solving Performance." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/969.

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The purpose of this study was to investigate the effect of the use of an Alternative-Solution Worksheet (ASW) on American ninth-grade students' problem solving performance, and to determine the extent to which instruction in alternative solutions promotes "look back" strategies. "Look back" strategies are based on Polya's (1973) problem solving steps, and they are an examination of what was done or learned previously. The ASW was designed to encourage students to utilize "look back" strategies by generating alternative solutions to the problems. This mixed-methods study was conducted with two

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Näsström, Gunilla. "Measurement of alignment between standards and assessment." Doctoral thesis, Umeå universitet, Beteendevetenskapliga mätningar, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1865.

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Many educational systems of today are standards-based and aim at for alignment, i.e. consistency, among the components of the educational system: standards, teaching and assessment. To conclude whether the alignment is sufficiently high, analyses with a useful model are needed. This thesis investigates the usefulness of models for analyzing alignment between standards and assessments, with emphasis on one method: Bloom’s revised taxonomy. The thesis comprises an introduction and five articles that empirically investigate the usefulness of methods for alignment analyses. In the first article, t

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Jansson, Tobias. "Vad kommer på provet? : Gymnasielärares provpraxis i samhällskunskap." Licentiate thesis, Karlstads universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6716.

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The aim of this study is to investigate the assessment practices of civics teachers in upper secondary school. The main purpose is to analyze, using Bloom’s revised taxonomy, which kind of knowledge civics teachers test in their written test examinations. The analyses show that they mainly test factual and conceptual knowledge. Procedural knowledge is tested in other ways, mostly by means of essays. Metacognitive knowledge is not found in this study. In contrast to earlier findings the teachers in this study test a variation of cognitive processes. Between 50 and 90 percent of test questions r

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8

Matloob, Haghanikar Mojgan. "Exploring students’ patterns of reasoning." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13646.

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Doctor of Philosophy<br>Department of Physics<br>Dean Zollman<br>As part of a collaborative study of the science preparation of elementary school teachers, we investigated the quality of students’ reasoning and explored the relationship between sophistication of reasoning and the degree to which the courses were considered inquiry oriented. To probe students’ reasoning, we developed open-ended written content questions with the distinguishing feature of applying recently learned concepts in a new context. We devised a protocol for developing written content questions that provided a common st

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9

劉佳芸. "An analysis of high school computer textbook using revised Bloom's taxonomy." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/62935696357692752289.

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碩士<br>國立臺灣師範大學<br>資訊教育研究所<br>92<br>The purpose of this research is to analyze the cognitive categorizing situations of objectives, material content, and exercises of high school computer textbooks. The alignment among objectives, material content, and exercises was also investigated. The research objects were three high school computer textbooks. Revised Bloom''s taxonomy was employed as the analyzing tool. The results of study are: (1) scope of the analyzed textbooks did not follow the course standard; (2) objectives, material content and exercises are mostly of lower cognitive l

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Correia, Gonçalo Fernando Ferreira da Costa Durão. "Neural network approach for question generation using the Revised Bloom's Taxonomy." Master's thesis, 2020. http://hdl.handle.net/10071/22050.

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Questioning is a fundamental part of the learning process. As new content arises and learning it becomes vital to the modern society, question generation becomes a necessary job that requires time and resources to be performed effectively. In this document, we propose a Seq2Seq approach that generates a variety of questions that are relevant to the contexts where they are asked. In order to ensure that the generated questions are diverse, relevant, and valuable to learning situations and environments, we use the Revised Bloom’s Taxonomy (RBT), a learning taxonomy that is oriented to lear

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11

Lee, Shih-Ping, and 李詩萍. "An Analysis of Geographic Questions on College Entrance Examination Using Revised Bloom's Taxonomy." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/97100400616723366927.

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碩士<br>國立臺灣師範大學<br>地理學系在職進修碩士班<br>97<br>This study aimed to investigate the traits, the knowledge types and cognitive process levels of geographic questions on College Entrance Examination (including SAGT and DRGT) administered form 2002 to 2008. For this goal, a comprehensive literature review of geographical curriculum standard (1995 version) and Revised Bloom's Taxonomy was taken to establish analytic models.By the analysis of geographic concepts of questions on SAGT and DRGT, we tested whether the questions are consistent with geographical curriculum standard(1995 version).By item analysis

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CHEN, HUAN-WEN, and 陳煥文. "An adaptive assessment system based on the revised Bloom's taxonomy and scale anchoring." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/84989340426073264357.

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碩士<br>南台科技大學<br>資訊管理系<br>96<br>An adaptive assessment system, AAS, based on the revised Bloom's taxonomy and scale anchoring is proposed. The revised Bloom's taxonomy and scale anchoring is used to analyze the quality and quantity of items and get the items’ characteristic information. Finally, the items’ characteristics and learners’ test portfolio are used to achieve the adaptive assessment.This research puts forthａadaptive assessment strategy，it based on the revised Bloom's taxonomy and scale anchoring to analysis the items, and get the qualitative index that represent the ability of learne

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13

Hsiang, Shen Meng, and 沈孟祥. "Using the Revised Version of Bloom's Taxonomy of Educational Objectives to Develop a Questioning Tool." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/00430648186582798579.

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碩士<br>佛光人文社會學院<br>教育資訊學研究所<br>93<br>Asking questions is a very important part of the learning process. Many teachers, however, are unable to formulate good questions to stimulate their students to think on a higher level. This phenomenon is further compounded by the fact that no tools are available to help teachers to formulate questions while they are designing a lesson. The purpose of this research was to develop a questioning tool using Bloom’s revised taxonomy of educational objectives (including the knowledge and cognitive process dimensions) as the theoretical framework. This questioning

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14

Lan, Wei-Hua, and 藍偉華. "An Analysis of Reading Comprehension Questions on the SAET and the DRET Using Revised Bloom's Taxonomy." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/18258767539681279487.

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碩士<br>國立臺灣師範大學<br>英語學系<br>95<br>ABSTRACT This study aimed to investigate the cognitive process levels and knowledge types in the Revised Bloom’s Taxonomy tested on the reading comprehension items on the SAET (Scholastic Achievement English Test) and the DRET (Department Required English Test) administered from 2002 to 2006, and to explore how test takers (all examinees, high scorers, and low scorers) performed on different types of items. Both qualitative and quantitative analyses were adopted. The qualitative analysis was conducted by categorizing each of the 140 comprehension items into a ma

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15

Sotáková, Ivana. "Účinnost badatelsky orientované výuky v tématu Chemický děj na základních školách a gymnáziích." Doctoral thesis, 2018. http://www.nusl.cz/ntk/nusl-388756.

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The Dissertation work is focused on finding the effectivity of the inquiry-based science education of Chemistry subject at elementary schools and grammar schools concerning the topic of Chemistry process. The theoretical part proves the knowledge of inquiry-based science education (IBSE) in the 21 century, specifies the level of research, learning cycle 5E, its positives and negatives. The practical part is created by the files of methodology, particularly the methodological worksheets for teachers and worksheets for pupils as well, regarding the topic Substance Transformation for the elementa

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Vachková, Iva. "Hra v roli ve vyučování dějepisu. Empirická analýza vybraných aspektů." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-350988.

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1 Abstract This dissertation concludes teaching experience of several years which was dedicated to examining the possibilities of role playing in history teaching. The theoretical part offers an excursion into the area of didactic literature and observes the importance which is attributed to role playing by general teaching methodology, teaching methodology of history, personal and social education as well as drama education. The author focuses especially on recent examples of role playing in history teaching, she comments and interlinks them. The rules and principles for practical usage of ro

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