Academic literature on the topic 'Revised Bloom's Taxonomy'

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Journal articles on the topic "Revised Bloom's Taxonomy"

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Juniar, Rima. "The Content Analysis of Grammar Activities in 'Wider World 2' Student’s Book by Pearson for Grade Seven Students." Proceedings International Conference on Teaching and Education (ICoTE) 4, no. 1 (2024): 25. http://dx.doi.org/10.26418/icote.v4i1.55965.

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The objective of this study is to use Bloom's revised taxonomy to analyze the context of the grammar activities in Wider World 2 Student’s Book. To achieve the research goal, a content analysis was performed. The researcher analyzed the textbook based on Bloom's revised taxonomy. According to the data, the textbook has dominant grammar activities, particularly on the cognitive process of "understand" and "remember" with 47% and 32% out of 189 grammar activities. Moreover, the data shows that the grammar activities in the textbook have an uneven distribution of higher and lower cognitive proces
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Wildani Firdaus and Khozin. "Cognitive Revised Bloom's Taxonomy Analysis in RPP PAI Documents in Senior High Schools (SMA)." Beginner: Journal of Teaching and Education Management 2, no. 1 (2024): 51–60. http://dx.doi.org/10.61166/bgn.v2i1.44.

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. In 1956 Benjamin S. Bloom formulated the concept of Bloom's Taxonomy, which became known as Bloom's Taxonomy along with the evolution of educational theory. Anderson and Krathwohl then revised Bloom's Taxonomy, describing two main dimensions, namely cognitive processes and levels of knowledge. In the learning context, especially in Islamic Religious Education subjects in Senior High Schools (SMA), an essential first step is the preparation of effective learning tools, including quality learning implementation planning (RPP) based on the 2013 curriculum, with a focus on core competencies. and
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Kabysheva, M. O. "Bloom's taxonomy and critical thinking in teacher education." Bulletin of Kazakh National Women's Teacher Training University, no. 3 (October 2, 2023): 37–48. http://dx.doi.org/10.52512/2306-5079-2023-95-3-37-48.

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The article analyzes and compares Bloom's traditional and revised taxonomy, focusing on the cognitive domain and, in particular, on knowledge. A two–dimensional model of Bloom's revised taxonomy is proposed for consideration, since an interesting situation has developed in Kazakhstan education now - the hierarchy of cognitive skills is used from the classical taxonomy, while the concept of active verbs is already used from the revised one. We believe that it is necessary in this case to fully use the revised concept, and the article provides an example of a matrix for formulating educational g
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Oktaviana, Dwi, and Utin Desy Susiaty. "Development of Test Instruments Based on Revision of Bloom's Taxonomy to Measure the Students' Higher Order Thinking Skills." JIPM (Jurnal Ilmiah Pendidikan Matematika) 9, no. 1 (2020): 21. http://dx.doi.org/10.25273/jipm.v9i1.5638.

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The objectives of this study were to determine: (1) the appropriateness of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS student; (2) the quality of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS student; and (3) analysis of potential effects on the use of test instruments for comparison material based on Revised Bloom's Taxonomy to measure HOTS students'developed. This research is development research with the Tessmer model development design. The subjects of this research were all students of class V
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Mila, Nor, Jumrodah, and Az Zahro Fadillah. "Analisis Hasil Belajar Biologi Siswa Kelas XII MIPA Pada Materi Pertumbuhan dan Perkembangan Berdasarkan Ranah Kognitif Taksonomi Bloom Revisi." PSEJ (Pancasakti Science Education Journal) 8, no. 1 (2023): 30–37. http://dx.doi.org/10.24905/psej.v8i1.170.

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This study aims to determine the analysis of biology learning outcomes for class XII MIPA students on growth and development material based on the cognitive domain of the revised bloom taxonomy using a descriptive method with a quantitative approach. Descriptive research aims to explain and describe the facts obtained in accordance with a certain point of view. The technique of determining the research subject was carried out by purposive sampling in which the research subjects were students of class XII MIPA MAS Muslimat NU. The results of the analysis of biology students found that the class
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Ekalia, Yulian Juita, Ely Heldydiana Selamat, Fransiskus Jemadi, Maria Olga Jelimun, and Anjelus A. Setiawan. "Implementing Bloom’s Revised Taxonomy in Analyzing the Reading Comprehension Questions." English Education:Journal of English Teaching and Research 7, no. 1 (2022): 59–66. http://dx.doi.org/10.29407/jetar.v7i1.17823.

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Bloom's revised taxonomy is the most frequently utilized as an instrument for objective-as a basis for assessment and as a representation for producing objects that evaluate processes ranging from memorization to more complex cognitive levels such as knowledge assessment. It is predicted that the mix of cognitive levels in the 2013 curriculum will drive students to think critically, to think creatively, to be problem solvers, and have a decision maker competencies. Using teaching resources such as textbooks as one of the learning media to train students' critical thinking. The goal of this res
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Bobunova, A., M. Sergeeva, and E. Notina. "Integrating Computer-Assisted Language Learning into ESL Classroom: Formation of Moral and Aesthetic Values." International Journal of Information and Education Technology 11, no. 1 (2021): 24–29. http://dx.doi.org/10.18178/ijiet.2021.11.1.1484.

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Information and communication technologies (ICT) have given a modern teacher a powerful incentive for his own professional and creative development, as well as improved the quality of educational services provided. The purpose of this paper is to consider revised Bloom’s taxonomy as the way to implement the moral and aesthetic education of students by means of computer-assisted language learning (CALL). The study involved 84 ESL teachers from 10 secondary Moscow schools. The participants were selected from those who engaged students into e-learning effectively. Group 1 (42 participants) was as
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Wiranata, Dwi, I. Wayan Widiana, and Gede Wira Bayu. "The Effectiveness of Learning Activities Based on Revised Bloom Taxonomy on Problem-Solving Ability." Indonesian Journal Of Educational Research and Review 4, no. 2 (2021): 289. http://dx.doi.org/10.23887/ijerr.v4i2.37370.

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The low problem-solving ability of students was due to the lack of student learning activities, so that learning activities were needed that can motivate students to learn and develop problem-solving skills. This study aimed to analyze the effectiveness of learning activities based on Revised Bloom's Taxonomy on problem-solving abilities. The type of research used was development research with a 4D model. The subjects of this study were four experts and 55 fourth-grade elementary school students. The object of this research was the effectiveness of Revised Bloom's Taxonomy-oriented learning ac
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Tamelab, Febriana, Imanuel Kamlasi, and Ulu Emanuel. "The Analysis of English Test Items Based on Revised Bloom's Taxonomy." Jurnal Edulanguage: Jurnal Pendidikan Bahasa 7, no. 2 (2021): 1–5. https://doi.org/10.32938/edulanguage.v1i2.1653.

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The objectives of this study were to reveal the types of English test items categorized in revised Bloom’s taxonomy and to know the presentation of applying revised Bloom’s taxonomy in the English test. This study applied a qualitative descriptive method to meet the objectives of the study. The English test was documented after getting permission from the English teacher of SMPN 1 Kefamenanu. Then, the English test items were analyzed based on revised Bloom’s cognitive taxonomy. There were six levels of revised Bloom’s cognitive taxonomy namely remembering level, understanding level, applying
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Setyowati, Yulis, Susanto Susanto, and Ahmad Munir. "A revised bloom's taxonomy evaluation of formal written language test items." World Journal on Educational Technology: Current Issues 14, no. 5 (2022): 1317–31. http://dx.doi.org/10.18844/wjet.v14i5.7296.

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This paper aims to portray the appropriateness of test items in language tests according to Bloom's Taxonomy. Thirty written language tests created by EFL lecturers were analyzed. Document analysis was applied, the data were categorized and examined. In the test for remembering, ‘crucial questions was applied, finding specific examples or data, general concepts or ideas, and abstracting themes in comprehension test. Completing particular projects or solve issues in the applying test, whereas SWOT analysis conducted in analyzing test, and strategic plan should be demonstrated in evaluation test
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Dissertations / Theses on the topic "Revised Bloom's Taxonomy"

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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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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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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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Borgelind, Andreas, and Bassel Mekhelif. "Det som inte prövas är lika viktigt : En kartläggning av samstämmighet mellan Lgr 11 och de nationella proven i historia och religion för årskurs 6." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31644.

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In the spring term of 2013, national tests were conducted in social sciences for the first time in the Swedish sixth grade. The tests fell under criticism from various outlets associated with education which eventually resulted in the removal of these new national tests. However, as of 2016 it has been decided that the same institutions responsible for the national tests are to develop voluntary assessment support material in these subjects, which will be available nationwide in 2017, essentially replacing the tests.    The idea for this essay was born out of a need to investigate to what exte
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Thompson, Lisa Anne. "Bloom's taxonomy goes high tech: A software review." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3017.

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The paper is a review and evaluation of software used for the purpose of its correlation to content standards, ease of classroom use, ability to keep the student on task, and student appeal. This project was to create a software review based on instructional standards and the principles of Bloom's taxonomy, which is a classification of levels of thinking.
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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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Books on the topic "Revised Bloom's Taxonomy"

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Lee, Yew-Jin, Mijung Kim, and Qingna Jin. East-Asian Primary Science Curricula: An Overview Using Revised Bloom's Taxonomy. Springer, 2016.

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Lee, Yew-Jin, Mijung Kim, Qingna Jin, Hye-Gyoung Yoon, and Kenji Matsubara. East-Asian Primary Science Curricula: An Overview Using Revised Bloom's Taxonomy. Springer, 2016.

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Barton, Linda G. Quick Flip Questions for the Revised Bloom Taxonomy. Edupress, 2008.

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Medeiros, Rodolfo de Oliveira, Elza de Fátima Ribeiro Higa, Maria José Sanches Marin, Carlos Alberto Lazarini, and Monike Alves Lemes. Investigação Qualitativa em Educação: Avanços e Desafios / Investigación Cualitativa en Educación: Avances y Desafíos. Ludomedia, 2020. http://dx.doi.org/10.36367/ntqr.2.2020.490-501.

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To identify literary evidence on strategies for continuing education of undergraduate health professors. Integrative Literature Review, developed in six stages: Research question, inclusion and exclusion criteria, categorization, evaluation, interpretation and final writing. Searches were carried out in the Lilacs, Medline, Bdenf, Cumed, Scopus, Scielo, Eric and Web of Science databases. The inclusion criteria were primary studies, published between 2014 and 2020, in Portuguese, English and Spanish, which addressed the proposed theme. 32 articles were selected from which ten analytical categor
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Book chapters on the topic "Revised Bloom's Taxonomy"

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Huang, Guihua, Wenying Han, and Yiyao Liu. "Analysis of Higher-Order Thinking Skills Content in Chinese High School Mathematics Textbook." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_34.

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AbstractThis study is a case study with quantitative analysis methods. It aims to explore the proportion of contents for HOTS within Chinese mathematical textbooks.The study defined HOTS in mathematics and provided an assessment framework based on the revised Bloom's taxonomy. The assessment framework was then used to categorize all exercise questions in the Chinese senior high school mathematics textbook. The instrument content validity was obtained through the focus group discussion forum, and the Delphi technique. The result shows that HOTS accounts for 48.18%, dominated by questions classi
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Lalwani, Amar, and Sweety Agrawal. "Validating Revised Bloom’s Taxonomy Using Deep Knowledge Tracing." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93843-1_17.

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Lee, Yew-Jin, Mijung Kim, Qingna Jin, Hye-Gyoung Yoon, and Kenji Matsubara. "Revised Bloom’s Taxonomy—The Swiss Army Knife in Curriculum Research." In SpringerBriefs in Education. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2690-4_2.

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Krishnan, Reshmy. "Achieving Cognitive Skills in Multimedia Through Revised Bloom Taxonomy." In Creative Business and Social Innovations for a Sustainable Future. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01662-3_2.

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Krouska, Akrivi, Christos Troussas, and Maria Virvou. "Computerized Adaptive Assessment Using Accumulative Learning Activities Based on Revised Bloom’s Taxonomy." In Knowledge-Based Software Engineering: 2018. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97679-2_26.

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Laddha, Manjushree D., Laxman D. Netak, and Hansaraj S. Wankhede. "A Correlation Analysis Between Cognitive Process and Knowledge Dimension in Software Engineering by Using the Revised Bloom’s Taxonomy." In Intelligent Human Computer Interaction. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68449-5_4.

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Greiner, Christian, Florian Jovy-Klein, and Tom Peisl. "AI as Co-workers: An Explorative Research on Technology Acceptance Based on the Revised Bloom Taxonomy." In Proceedings of the Future Technologies Conference (FTC) 2020, Volume 1. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63128-4_3.

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Sa-ngiemjit, Maneerat, María Antonia Manassero Mas, and Ángel Vázquez Alonso. "Comparing Students’ Critical Thinking by Using the Revised Bloom’s Taxonomy in Online and Face-to-Face Class Formats of Organic Chemistry." In Proceedings TEEM 2022: Tenth International Conference on Technological Ecosystems for Enhancing Multiculturality. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0942-1_89.

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Crawford, Caroline M., and Marion S. Smith. "Rethinking Bloom's Taxonomy." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6599-6.ch004.

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Implicit cognition is an intriguing area of focus when one considers the impact of implicit memory theories upon each learner's cognitive vulnerability when framed through Bloom's Taxonomy of the Cognitive Domain. Specifically, consider the learner's cognitive understanding and movement from the lower order thinking skills, say from the Knowledge realm and Comprehension realm, towards the higher order thinking skills, Synthesis realm and Evaluation realm, or one of the revised domains to reflect Digital Age expectations. Although much is available on the different levels of cognitive achieveme
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Tao, Congwu. "A Model of Designing Online Assignments Based on the Revision of Bloom's Taxonomy." In Increasing Productivity and Efficiency in Online Teaching. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0347-7.ch011.

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Online assignments play an important role in online teaching and learning, and the revised Bloom's Taxonomy has been proved to be valuable for real teaching and learning. But few research efforts are put into combining online assignment design with the revised Bloom's Taxonomy. This chapter is to propose a model of designing online assignments based on the revised Bloom's Taxonomy, which can be used as a guide for online instructor to design a comprehensive online assignment with helping the students to master the four types of knowledge–factual knowledge, conceptual knowledge, procedural know
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Conference papers on the topic "Revised Bloom's Taxonomy"

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Tang, Cara, Markus Geissler, Christian Servin, and Cindy Tucker. "Computing Verbs to Enhance Bloom's Revised Taxonomy." In SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. ACM, 2022. http://dx.doi.org/10.1145/3478432.3499239.

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Dian Edy Prismana, Rosana, Tri Atmojo Kusmayadi, and Ikrar Pramudya. "Analyzing Students' Difficulty Based on Revised Bloom's Taxonomy." In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.45.

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Geissler, Markus, Christian Servin, Cara Tang, and Koudjo Koumadi. "Operationalizing Computing Verb Enhancements to Bloom's Revised Taxonomy." In SIGITE '22: The 23rd Annual Conference on Information Technology Education. ACM, 2022. http://dx.doi.org/10.1145/3537674.3555784.

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Raykova, Mariana, Hristina Kostadinova, and George Totkov. "Adaptive test system based on revised Bloom's taxonomy." In the 12th International Conference. ACM Press, 2011. http://dx.doi.org/10.1145/2023607.2023692.

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Masapanta-Carrión, Susana, and J. Ángel Velázquez-Iturbide. "Evaluating Instructors' Classification of Programming Exercises Using the Revised Bloom's Taxonomy." In ITiCSE '19: Innovation and Technology in Computer Science Education. ACM, 2019. http://dx.doi.org/10.1145/3304221.3319748.

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Alaoutinen, Satu, and Kari Smolander. "Student self-assessment in a programming course using bloom's revised taxonomy." In the fifteenth annual conference. ACM Press, 2010. http://dx.doi.org/10.1145/1822090.1822135.

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Uma, D., S. Thenmozhi, and Rabin Hansda. "Analysis on Cognitive Thinking of an Assessment System Using Revised Bloom's Taxonomy." In 2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2017. http://dx.doi.org/10.1109/mite.2017.00033.

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Kostadinova, Hristina, George Totkov, and Hristo Indzhov. "Adaptive e-learning system based on accumulative digital activities in revised Bloom's taxonomy." In the 13th International Conference. ACM Press, 2012. http://dx.doi.org/10.1145/2383276.2383330.

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Wang, Chunying. "Marketing Curriculum Design and Application Research Based on Revised Edition of Bloom's Educational Objective Taxonomy." In Proceedings of the 2018 2nd International Conference on Economic Development and Education Management (ICEDEM 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icedem-18.2018.93.

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Kiesler, Natalie. "Towards a Competence Model for the Novice Programmer Using Bloom's Revised Taxonomy - An Empirical Approach." In ITiCSE '20: Innovation and Technology in Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3341525.3387419.

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Reports on the topic "Revised Bloom's Taxonomy"

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Largoza, Gerardo, and Clarence Gabriel Fernandez. Review of CHED Policies, Standards, and Guidelines (PSGs) Pre- and Post-K to 12 Reforms. Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.13.

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In the decade from 2012 to 2021, Philippine higher education experienced three major reforms: the adoption of an outcomes-based typology for programs and institutions, the establishment of the Philippine Qualifications Framework to set competency standards, pathways, and equivalencies, and the implementation of K to 12 legislation, which added two years to the country’s basic education cycle. Have these reforms resulted in improvements to the minimum standards embodied in the Policies, Standards, and Guidelines (PSGs) of the Commission on Higher Education (CHED) formulated by independent Techn
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