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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 participating teachers. The research questions for the study addressed the effectiveness of the instructional strategies in the music classroom and how they align with the National Standards Music Education and Bloom's Revised Taxonomy. Data were collected from an open ended survey, individual interviews, and unobtrusive documents from 10 general music teachers from suburban, rural, and urban school districts. A line-by-line analysis was followed by a coding matrix to categorize collected data into themes and patterns. The results indicated that standards-based metacognitive instructional strategies can assist music teachers in their classrooms and unite cognitive, affective, and kinesthetic experiences applicable beyond the music classroom. It is recommended that music teachers use alternative teaching techniques to promote and connect critical thinking skills through musical learning experiences. Implications for positive social change include training music educators to create learning environments that support and motivate students to learn and achieve academic success.
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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’s alpha. Validity was explored by assessing the relationship between the BRT scores collected in this study to the original teacher scores of students’ archived writing samples. Reliable, unrelated scores would have suggested that the two processes were scoring different constructs. The convenience sample of 8 volunteer teachers scored papers using the new BRT rubric. Each teacher scored 52 writing samples, 2 each from 26 students in the 7th grade. The Spearman correlation coefficient between the BRT and original teachers’ scores was not statistically significant. The teachers’ original scores could not validate the BRT as a measuring tool. Also BRT measure failed to demonstrate evidence of reliability (Krippendorf’s α = .05). A position paper was created to present the results of this study and to explore possibilities for improving the assessment of thinking. Positive social change may be encouraged by the use of a reliable and valid scoring process to quantify levels of thinking. A reliable scoring process for levels of thinking could lead to more balanced curricula, instruction, and assessment ultimately providing a base for customized student learning experiences.
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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 great potential to facilitate language learning, and particularly to develop language proficiency (Gaskaree, Mashhady & Dousti, 2010; Heining-Boynton & Heining-Boynton, 1992; Hoch & Hart, 1991; Rojas, 2001; Williams, Lively & Harper, 1994). However, this discussion has not been centered around a single, clear definition or been supported by empirical research. This study attempts to fill these gaps by exploring how currently practicing world language teachers define the term critical thinking. Definitions were gathered through a survey of K-16 world language teachers from across the United States and through interviews with individual beginning level German instructors at a large, private university in the western United States. Findings revealed three primary ways in which teachers define critical thinking: first, by identifying characteristics of critical thinking; second, by discussing the thought processes and skills used in the action of critical thinking; and third, by describing the topics about which critical thinking takes place, either on the micro-level, dealing with language itself, or on the macro-level, dealing with real-world issues and themes. Based on these three areas of definition, several pedagogical implications were identified. As critical thinking is integrated as a 21st century skill into the world language classroom, the traditional roles of the teacher may need to transform, the content used in the classroom may need to change, and the activities in which students are asked to engage may likewise need to shift. The integration of these pedagogical implications into the world language classroom as a means to facilitate the development of advanced levels of language proficiency is also discussed.
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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 existing groups of ninth-grade Algebra I students. An experimental group of 18 students received instruction in utilizing the ASW for two 55-minute class periods a week for a period of four weeks. A comparison group of 14 students did not receive any instruction. Data for this study were collected by pre- and post-testing, ASWs, focus groups, and one student's "think aloud" process. For the quantitative analysis, a one-way ANCOVA was conducted to determine if there was a significant difference in the mean post-test scores between the experimental group and the comparison group. The students' pre-test score was the covariate. The findings indicated that the experimental group scored slightly better on the post-test, and R2=.345, a medium effect size. There were no significant correlations between the ASW scores and the pre- and post-test scores, but the ASW scores were significantly correlated with the students' EXPLORE9 math and reading percentiles. The qualitative findings indicated that "look back" occurred at all six levels of Bloom's Revised Taxonomy, but it is the "look back" that occurs at the upper three levels, in the context of higher order thinking skills, that results in better mathematical problem solving abilities. In addition, positive affective changes were evident despite little improvement in students' mathematical problem solving abilities. The results of this study indicated that higher order thinking skills need to be practiced regularly so students can use them effectively.
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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 relate to the category remember, but there are also questions testing the categories to understand, analyze and evaluate, only a few test apply and create. There is a good alignment in teachers’ knowledge of the grading criterions and the curriculum. There are however discrepancies between this knowledge and their testing practices, which causes some problems concerning the validity of their tests. As the tests mainly are used for summative purposes, teachers varying practices lead to problems with grade equality. Frame factors may explain differences in practices. Mainly administrative factors such as working hours and schedule are significant, since teachers need time to prepare and to mark the tests and pupils need time to write them. Pupils also wish to have written tests and teachers adapt to this. Still, the significance of these factors is decided by teachers’ freedom of action. Most teachers know how to and want to make valid tests, but they need the time, both to prepare and to mark them, and the possibilities to extend lessons when more writing time is needed.
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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, the usefulness of different models for analyzing alignment between standards and assessment is theoretically and empirically compared based on a number of criteria. The results show that Bloom’s revised taxonomy is the most useful model. The second article investigates the usefulness of Bloom’s revised taxonomy for interpretation of standards in mathematics with two differently composed panels of judges. One panel consisted of teachers and the other panel of assessment experts. The results show that Bloom’s revised taxonomy is useful for interpretation of standards, but that many standards are multi-categorized (placed in more than one category). The results also show higher levels of intra- and inter-judge consistency for assessment experts than for teachers. The third article further investigates the usefulness of Bloom’s revised taxonomy for analyses of alignment between standards and assessment. The results show that Bloom’s revised taxonomy is useful for analyses of both standards and assessments. The fourth article studies whether vague and general standards can explain the large proportion of multi-categorized standards in mathematics. The strategy was to divide a set of standards into smaller substandards and then compare the usefulness and inter-judge consistency for categorization with Bloom’s revised taxonomy for undivided and divided standards. The results show that vague and general standards do not explain the large proportion of multi-categorized standards. Another explanation is related to the nature of mathematics that often intertwines conceptual and procedural knowledge. This was also studied in the article and the results indicate that this is a probable explanation. The fifth article focuses on another aspect of alignment between standards and assessment, namely the alignment between performance standards and cut-scores for a specific assessment. The validity of two standard-setting methods, the Angoff method and the borderline-group method, was investigated. The results show that both methods derived reasonable and trustworthy cut-scores, but also that there are potential problems with these methods. In the introductory part of the thesis, the empirical studies are summarized, contextualized and discussed. The discussion relates alignment to validity issues for assessments and relates the obtained empirical results to theoretical assumptions and applied implications. One conclusion of the thesis is that Bloom’s revised taxonomy is useful for analyses of alignment between standards and assessments. Another conclusion is that the two standard setting methods derive reasonable and trustworthy results. It is preferable if an alignment model can be used both for alignment analyses and in ongoing practice for increasing alignment. Bloom’s revised taxonomy has the potential for being such an alignment model. This thesis has found this taxonomy useful for alignment analyses, but its’ usefulness for increasing alignment in ongoing practice has to be investigated.
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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 extent the different types of knowledge and abilities of Lgr 11, the Swedish curriculum, correspond to the new national tests, since such research has yet to be done for the sixth grade version of the tests. Out of constraints related to time and size, we chose to limit ourselves to two of the four subjects in social sciences, namely history and religion. Using text analysis as method and Bloom’s revised taxonomy as an analysis model to study the alignment between the national tests and the curriculum, we’ve endeavoured to answer the following questions: To what extent are the different types of knowledge and abilities tested in the national tests in history and religion for grade six? How well do the national tests in history and religion for grade six and the knowledge requirements of Lgr 11 correspond in regard to which types of knowledge and abilities are tested and the extent of these? The results showed that the national tests and the knowledge requirements of the Swedish curriculum by and large share a high level of alignment. However, the amount of test questions corresponding to each knowledge requirement varies greatly, creating a possible gap for teachers to fill should they use the forthcoming assessment support material in their work.
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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 PhilosophyDepartment of Physics
Dean Zollman
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 structure for probing and classifying students’ sophistication level of reasoning. In designing our protocol, we considered several distinct criteria, and classified students’ responses based on their performance for each criterion. First, we classified concepts into three types: Descriptive, Hypothetical, and Theoretical and categorized the abstraction levels of the responses in terms of the types of concepts and the inter-relationship between the concepts. Second, we devised a rubric based on Bloom’s revised taxonomy with seven traits (both knowledge types and cognitive processes) and a defined set of criteria to evaluate each trait. Along with analyzing students’ reasoning, we visited universities and observed the courses in which the students were enrolled. We used the Reformed Teaching Observation Protocol (RTOP) to rank the courses with respect to characteristics that are valued for the inquiry courses. We conducted logistic regression for a sample of 18 courses with about 900 students and reported the results for performing logistic regression to estimate the relationship between traits of reasoning and RTOP score. In addition, we analyzed conceptual structure of students’ responses, based on conceptual classification schemes, and clustered students’ responses into six categories. We derived regression model, to estimate the relationship between the sophistication of the categories of conceptual structure and RTOP scores. However, the outcome variable with six categories required a more complicated regression model, known as multinomial logistic regression, generalized from binary logistic regression. With the large amount of collected data, we found that the likelihood of the higher cognitive processes were in favor of classes with higher measures on inquiry. However, the usage of more abstract concepts with higher order conceptual structures was less prevalent in higher RTOP courses.
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Jansson, Tobias. "Provkunskaper : Vilka kunskaper testas i geografiprov?" Thesis, Linköpings universitet, Avdelning för geografi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68251.
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Denna uppsats handlar om vilka olika kunskapsformer som testas i skriftliga prov i geografi på gymnasiet och om hur detta förhåller sig till betygskriterierna. För att besvara detta har tio geografilärares prov analyserats med hjälp av Blooms reviderade taxonomi. Tidigare forskning visar att prov i SO-ämnen nästan enbart testar minneskunskaper. Denna studie bekräftar delvis detta då de analyserade proven domineras av frågor som testar att minnas. Samtidigt finns det en variation i vilka kunskapsformer som testas. Även om lärarna främst testar att minnas fakta- och begreppskunskap, testar också andra kunskapsformer, om än i varierande grad. Det handlar främst om uppgifter som testar att förstå fakta- och begreppskunskap, men även att tillämpa, analysera och värdera begreppskunskap testas, liksom att tillämpa procedurkunskap. Det finns en viss överensstämmelse mellan lärarnas prov och betygskriterierna, men en tydlig skillnad är att lärarna i studien i högre utsträckning testar att minnas än vad som uttrycks i betygskriterierna. Detta gäller särskilt för de högre betygen. Det är inte heller alla lärare som testar de högre kognitiva processerna, som att tillämpa, analysera och värdera, vilka uttrycks för de högre betygen. Detta innebär en variation mellan lärarna i vad deras prov testar och också att validiteten i proven varierar. En del lärares prov testar ganska väl kunskaper motsvarande betygskriterierna medan andras gör det i mindre grad. Eftersom prov används som underlag för betygsättningen innebär det också att eleverna bedöms på olika grunder. Det kan finnas olika förklaringar till betoningen på minnesfrågor i proven. Tidigare forskning pekar på svårigheter att tolka kriterierna eller på traditionen. En annan förklaring är bristen på tid, lärarna behöver tid för att utforma prov med mer komplexa frågor och för att rätta dem.
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Mekhelif, Bassel. "Vad är det som prövas? : En kartläggning av samstämmighet mellan Lgr 11:s kunskapskrav för ämnet biologi och de nationella proven i biologi för årskurs 6." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32910.
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During the spring term of 2013, national exams were conducted for the first time in the Swedish schools for 6th graders. The exams involving the science subjects were however not used as a basis for the student’s grades, but were instead used as trial exams. It did however not take long for criticism to befall upon the notion of national exams. In 2014, The teacher association and Sweden’s student council proposed for the tests to be voluntary for the grades 6 to 9. They felt that the tests were too many and that they had a negative effect on both students and teachers alike. The government decided two years later, 2016, that the national exams should be voluntary. The goal of this essay is to further raise the understanding of the 6th grade biology exam. This examination will present to what extent the biology exam tests the knowledge and skill of the students by comparing the exam against the requirements listed in Lgr 11. In order to accomplish this, text analysis will be used as the method, and Blooms revised taxonomy will be used as the analytical model. With this as a base, two questions have been raised. To what extent is the knowledge and skills tested in the national exams for the 6th grade? How well does the national exam corresponds to the requirements stated in Lgr 11 regarding the knowledge and skills that should be tested in the exams, as well as the extent of these. The conclusion shows a high consistency between the requirements stated in Lgr 11 and the national biology exams. However, not all knowledge and skills were being tested equally. The number of questions for each different subject varied. The conclusion also gives biology 6th grade teachers the possibility to make up for the lack of questions in the areas that are currently lacking.
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Lee, Yoon Suk. "An Approach to Identify Effective Learning Outcomes for a Training Program." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/36462.
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Low back disorders (LBDs) are one of the most commonly occurring injuries in industry. To attempt to reduce these work-related injuries, billions of dollars are being budgeted for formal training in the U.S. However, the outcomes of this training are below a satisfactory level. The majority of organizations utilize the Four-level Evaluation Model to evaluate their training program. However, previous studies have pointed out some limitations regarding this evaluation model. Moreover, most organizations collect only trainee reaction, the first level of the Four-level Evaluation Model, to determine the effectiveness of their training program. Many studies reveal that trainee reaction is an invalid indicator to determine the effectiveness of a training program, and further suggest multi-dimensional categorization within each level of the Four-level Evaluation.
Therefore, in this study, the Revised Bloomâ s Taxonomy was employed to enable multidimensional categorization of learning outcomes in a lifting and lowering training program. The learning outcomes of interest in such a training program relate to procedural knowledge and the cognitive process involved are categorized as remembering, understanding, applying, and evaluating the contents of the training program. Two research questions were asked. What types
of learning outcomes are most predictive of training performance? How do the learning outcomes predict training performance compared to affective and utility type reactions?
The ability of different types of learning outcomes to predict training performance was tested by multiple regression analyses. The results revealed that apply-procedural learning outcomes and the interaction variable of understand-procedural and apply-procedural learning outcomes were the most predictive of training performance. Further, these learning outcomes were more predictive of training performance than the trainee reactions (affective and utility type reactions) to explain training performance. The results of this study yielded a set of recommendations that may be useful in designing and evaluating lifting and lowering training programs. Moreover, this study examined the Revised Bloomâ s Taxonomy as a novel method of considering the multidimensional nature of learning and provided a potential application of the Revised Bloomâ s Taxonomy in the training discipline.Master of Science
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Cicek, Sabine, and Malin Åkesson. "Krävs det mer än kunskap för att bli revisor? : en undersökning av hur väl revisorsprovet mäter tentandernas kunskap och förståelse." Thesis, Uppsala University, Department of Business Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-89138.
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Revisorsnämnden har till uppgift att examinera, granska och tillgodose samhället med kompetenta revisorer. Det ställs höga krav på dem som vill bli revisorer inte minst vad gäller det professionella omdömet. Det finns två olika prov för att examinera revisorer. Provet för revisorsexamen vilket leder till titeln godkänd revisor och provet för högre revisorsexamen som leder till titeln auktoriserad revisor. När Revisorsnämnden skapar proven vill man testa det professionella omdömet. Ett led i detta är att man har satt upp normer för de olika proven vad gäller kunskaps‐ respektive förståelseinriktade frågor. Syftet med denna uppsats är att undersöka frågorna i revisorsprovet med utgångspunkt ur Blooms Taxonomi. Genom en jämförelse med revisorsnämnden normer vill vi vidare belysa i vilken grad Revisorsnämnden testar det man har för avsikt att testa genom examinationen. Vi har genom denna uppsats kommit fram till att proven i högre utsträckning än vad normerna antyder består av förståelseinriktade frågor.
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Woods, Charles. "Discourse Indicative of Computational Thinking within a Virtual Community." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703290/.
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This study explores the phenomenon of computational thinking indicated by the use of Bloom's taxonomy's cognitive domain verbs in the Scratch community, the online, collaborative environment for the Scratch Visual Programming Language (VPL). A corpus of 660,984 words from three Scratch community sub-forums provide the data for this study. By semantically aligning cognitive domain verbs of Bloom's revised taxonomy to computational thinking (CT) dimensions, the occurrences of the verbs in Scratch community sub-forums are used to indicate instances of computational thinking. The methodology utilizes qualitative coding and analysis with R® and RStudio®. The findings show language attributes such as expressions of imagination, sharing of creative details, collaborative development ideas, teaching, modeling, innovating, solutions focused, and technical support to be indicative of computational thinking and CT dimensions. The computational thinking dimension referred to as computational perspectives occurs most frequently within Scratch community participant discourse. The environmental factors found to contribute to computational thinking and the CT dimensions are supporting tools, personalized learning, supportive organizational culture, social learning, and organizational support. Common among the three computational dimensions is the contributing environmental factor described as supportive organizational culture, with the computational perspectives dimension prevailing among the corpora. The characteristics of computational perspectives and supportive organizational culture suggest a desire for human connection in the attainment of technological skills and knowledge.
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Ek, Kajsa, and Emma Hildorsson. "Ett läromedel – flera möjligheter? : En analys av ett läromedel i svenska på lågstadiet utifrån Blooms reviderade taxonomi." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96146.
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Föreliggande studie analyserar muntliga aktiviteter i elevböckerna och lärarhandledningarna tillhörande läromedlet ABC-klubben. Läromedlet analyseras utifrån ett kognitivt perspektiv med hjälp av Blooms reviderade taxonomi, vilket även utgör studiens teoretiska referensram. Taxonomin synliggör vilka kognitiva processer och kunskapsdimensioner aktiviteterna erbjuder eleverna att nå. Resultatet av analysen jämförs med lärarnas uppfattning om de muntliga aktiviteterna som läromedlet erbjuder. Det granskade läromedlet valdes ut efter att verksamma lärare på lågstadiet besvarat en enkät om vilket läromedel de använder i svenskundervisningen. Enkäten innehöll också frågor där lärarna bland annat svarade på i vilken utsträckning de anser att läromedlet bidrar till elevernas utveckling av de muntliga förmågorna. Resultatet av läromedelsanalysen visar att antalet muntliga aktiviteter är begränsade. Det visar också att aktiviteterna inte erbjuder eleverna att utveckla den högsta nivån av kunskapsdimensioner och i endast en liten utsträckning den högsta nivån av kognitiva processer. Lärarna upplever dock att läromedlet bidrar till att eleverna utvecklar förmågorna att tala, lyssna och samtala. Studiens slutsats är att eleverna borde få fler möjligheter att nå högre kognitiva processer och kunskapsdimensioner gällande muntlighet. Det kräver att muntliga aktiviteter får större plats i läromedlet.
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AMORIM, Gabriela da Fonseca de. "Modelo de avaliação do aprendizado de Seis Sigma usando a Taxonomia de Bloom revisada." reponame:Repositório Institucional da UNIFEI, 2014. http://repositorio.unifei.edu.br:8080/xmlui/handle/123456789/745.
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O Seis Sigma é uma estratégia que auxilia na implementação de ações de melhoria em processos e tem sido adotada por milhares de empresas globalmente competitivas. Existem diferentes roteiros para implantá-la e usou-se o DMAIC (Define, Measure, Analyse, Improve e Control) neste trabalho. Para garantir o sucesso na implantação é preciso investir em treinamentos sobre a metodologia Seis Sigma (DMAIC), dentre eles destacam-se os treinamentos para a formação de Green Belts e Black Belts pois são os profissionais ligados diretamente aos projetos de melhoria. Apesar da abundância de cursos oferecidos para certificação desses profissionais, verifica-se a necessidade de um padrão de avaliação que garanta a qualidade do ensino e assegure que o profissional treinado esteja de fato apto a exercer sua função. Este trabalho visa suprir essa necessidade a partir da condução de uma pesquisa-ação para o desenvolvimento de um modelo de avaliação do aprendizado de Green Belts e Black Belts em formação que sirva de feedback para que o professor compreenda as necessidades dos alunos e de garantia da qualidade do ensino. Mas, como fazê-lo? O domínio cognitivo da Taxonomia de Bloom foi originalmente abordado em 1956, mas foi revisado e atualizado nos anos 90 por alguns alunos de Bloom. Esta versão mais atual foi usada para basear o modelo de avaliação proposto. O objetivo do trabalho é, portanto, propor um modelo baseado na Taxonomia de Bloom revisada para direcionar o treinamento e padronizar a avaliação de Green Belts e Black Belts em cada fase do roteiro DMAIC garantindo a qualidade do ensino de Seis Sigma. Para isso, foi criado um banco de questões para a elaboração de um grande número de provas distintas em cada fase do roteiro DMAIC. O modelo desenvolvido está disponível para analisar treinamentos e implicações da pesquisa-ação são discutidas ao final do trabalho.
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Magwele, Peter. "Teaching higher order thinking skills in the English first additional language learning classroom : a case of five intermediate classrooms in Mankweng Circuit." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/2893.
Full textAbstract:
Thesis (M. A. (English Studies)) --University of Limpopo, 2019There is a universal consensus among educationalists and cognitive development theorists that integration of higher order thinking (HOT) in language teaching has farreaching positive implications in learners‘ future. Their extensive body of research clearly indicates the interrelationship between language and thinking. It shows that to develop well-rounded learners who can later deal capably with varying demands of the 21st century, teaching them linguistic and cognitive skills concurrently is a prerequisite. However, there is still a dearth of language teaching classroom-based data to be collected to ascertain which language pedagogic practices promote thinking or not. Hence, a qualitative exploratory case study was conducted to address this gap. The study was undertaken in five intermediate English FAL classes in Mankweng circuit. The aim was to establish whether HOT is encouraged in the intermediate English FAL classes. The study used two data analysis techniques: firstly, Tesch‘s inductive coding technique was used to analyse semi-structured interview results sourced from five English FAL teachers. They were sampled for the study to assess their conceptualisation of HOT and its application in their language classes. Contrastingly, Anderson and Krathwohl‘s (2001) framework was used to analyse one Grade 4 English workbook. To determine if its exercises‘ instructional verbs were promoting HOT or not; to check if the questions in its exercises were equally distributed over all the six levels of Bloom's revised Taxonomy of the cognitive domain; and to evaluate if there was an incremental introduction of HOTs in its exercises through the year. The results revealed the following: the five teachers could not conceptualise HOT and showed poor knowledge of how to teach it in their classes. The instructional verbs did not comprehensively encourage HOT; those which did were only pitched at the third level of thinking i.e. apply; most of the questions were in favour of low order thinking and there was little incremental introduction of the three top levels of Bloom‘s revised taxonomy in Grade 4 English FAL workbook specifically analyse, evaluate and create/design. Key words: High order thinking skills, cognitive domain, high order thinking and Bloom‘s revised taxonomy.
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Silva, Naira Vincenzi da. "Estudos para uma métrica da aprendizagem do curso Domus Procel Edifica: integrando mapas conceituais e taxonomia revisada para um sistema inteligente de avaliação na web." Universidade Federal de Uberlândia, 2013. https://repositorio.ufu.br/handle/123456789/13920.
Full textAbstract:
This study is a qualitative research project classified as practical and participatory action
research designs, which has as its aim the creation of an instructional design, used as a
learning metric for Domus Software - Procel Edification, which integrates concept maps and
the revised Bloom taxonomy into an intelligent web assessment system. This metric aligns
curriculum concept maps along with conceptual and procedural knowledge of the Domus
software - Procel edifies the retaining cognitive processes, provides understanding and
application, through offering a model of instructional design, which assigns weights to those
cognitive processes attained by students and identifies principles to be used in its
applicability for the evaluation of distance learning. The authors also present the results for
alignment, inferring weights as well as an outline of the logical sequence along with steps for
the implementation of the intelligent system through the association of some exemplification
slides.O presente trabalho é uma pesquisa qualitativa e classificada como practical and participatory action research designs (desenho de pesquisa de prática e ação participativa), que tem como intuito criar um desenho instrucional para uma métrica da aprendizagem do Software Domus Procel Edifica, integrando mapas conceituais à taxonomia revisada de Bloom em um sistema inteligente de avaliação na Web. Essa métrica alinha mapas conceituais curriculares, conhecimentos procedimentais e conceituais do software Domus − Procel Edifica aos processos cognitivos de retenção, entendimento e aplicação, oferecendo um modelo de desenho instrucional, que atribui pesos aos processos cognitivos alcançados pelos estudantes e identifica alguns princípios para sua aplicabilidade na avaliação da aprendizagem a distância. Apresenta-se ainda, resultados de alinhamento, inferência de pesos e um esboço da sequência lógica e etapas de execução do sistema inteligente, associando-se algumas telas de exemplificação.
Mestre em Educação
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劉佳芸. "An analysis of high school computer textbook using revised Bloom's taxonomy." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/62935696357692752289.
Full textAbstract:
碩士國立臺灣師範大學
資訊教育研究所
92
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 level; only a few objectives and exercises are of higher cognitive level; (3) the alignment of objectives, material content and exercises is low.
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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.
Full textAbstract:
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 learning objectives and can be used to separate questions based
on their required cognitive level. However, neural network models require large collections
of data to be trained, and datasets addressing RBT are small and scarce. To address this gap,
we designed a question classifier that can be used to label current and future datasets using the
guidelines provided by RBT. We employed this classifier to create a labeled dataset, which was
then used as training data for our proposed Seq2Seq model. In addition, to cover the different
taxonomy levels, we create six different fine-tuned models aimed specifically to each one of
RBT cognitive levels. Results show that our approach is promising, guaranteeing a variety of
questions for all levels of the taxonomy, surpassing the baseline when measured by BLEU-1,
and deemed overall well-written, relevant and understandable, by human evaluators.Questionar é uma parte fundamental do processo de aprendizagem. À medida que novos conteúdos surgem e se torna vital a sua compreensão para a sociedade moderna, a geração de questões torna-se uma necessidade que, quando feita manualmente, requer tempo e recursos para ser eficaz. Neste documento introduzimos uma abordagem Sequence-To-Sequence (Seq2Seq) que consiste na geração de uma variedade de questões relevantes para os contextos nas quais são colocadas. De forma a garantir que as questões geradas são diversas, relevantes e de valor acrescentado para situações de aprendizagem, utilizámos a Taxonomia de Bloom Revista (TBR), uma taxomia de aprendizagem que é orientada aos objetivos da aprendizagem e pode ser utilizada para separar questões com base no seu nível cognitivo. Contudo, os modelos de redes neuronais precisam de grandes conjuntos de dados para o seu treino e os datasets atuais orientados à TBR são pequenos e escassos. Para colmatar esta falha, desenhámos um classificador de questões a ser usado para categorizar atuais e futuros datasets tendo em conta as orientações da taxonomia. Utilizámos este classificador para criar um dataset posteriormente utilizado para treinar o modelo Seq2Seq proposto. Adicionalmente, para cobrir os diferentes níveis da taxonomia, criámos seis modelos fine-tuned específicamente para cada um dos níveis cognitivos da TBR. Os resultados mostram que a nossa abordagem é promissora, garantindo variedade de questões para todos os níveis da taxonomia, ultrapassado a baseline quando avaliada usando BLEU-1, e considerada por avaliadores humanos, de forma geral, como uma abordagem que produz questões bem escritas, relevantes e compreensíveis.
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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.
Full textAbstract:
碩士國立臺灣師範大學
地理學系在職進修碩士班
97
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 based on Revised Bloom's Taxonomy, questions on SAGT and DRGT were categorized in knowledge types and cognitive process levels. The results of this study are summarized as follows: First,geographic questions on College Entrance Examination were approximately consistent with the characteristcs and developmental trend of geographical curriculum standard(1995 version). Second,items on Conceptual Knowledge were the majority while few items were found at Matacognitive Knowlegde both in SAGT and DRGT. Third,items on Understand were the the majority while few items were found higher than Evaluate both in SAGT and DRGT. Finally,higher items in knowledge subtypes and cognitive sub-skills were more favored in the DRGT,compared with SAGT. The findings suggested the development of questions on higher levels(in knowledge types and cognitive process) both in SAGT and DRGT.Further studies should be developed to investigate the new geographical curriculum standard and the following geographic questions on College Entrance Examination with Revised Bloom's Taxonomy for further improvement.
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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.
Full textAbstract:
碩士南台科技大學
資訊管理系
96
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 learner , and get the quantitative index that represent the difficulty of item, to testing learner can more accurate valuation the degree of the learner. In addition, design an inference engine to support the teacher to analyze the quality of items, the inference engine can execute the analysis of the revised Bloom's taxonomy, this research put forth the inference rule to find the item’s cognitive process dimension and knowledge dimension.The features of the AAS are: providing a on-line item base to help the teachers manage conveniently items; giving the learners to learner some specific curricula again according to the information stored in the item base; and achieving the objective, precise assessment by analyzing the items’ characteristics. Finally, the result of experiment shows the scale anchoring can exactly class the item’s difficulty. And the inference rule also shows from the particular major category of knowledge dimension to find the particular major category of cognitive process dimension. This inference result is mostly the same with the result of expert.
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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.
Full textAbstract:
碩士佛光人文社會學院
教育資訊學研究所
93
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 tool was created following five essential elements or steps (i.e., analysis, design, development, implementation, and evaluation) found in instructional systems design models. In addition, the researcher used a four-component model entitled AUBQ to help formulate questions. “A” in this model stood for audience; “U” stood for upload (i.e., one could upload relevant questioning materials whenever necessary); “B” stood for behavior (i.e., this component contained behavioral verbs in the cognitive process dimension); and “Q” stood for model questions (i.e., this component included model questions in the knowledge and cognitive process dimensions). In order to understand the appropriateness of utilizing Bloom’s revised taxonomy in developing this questioning tool, three vocational high school teachers specialized in Chinese language were invited to try out the tool and interviewed using a semi-structured questionnaire. The initial results indicated that the teachers reacted quite positively toward this questioning tool and were willing to use the tool to generate questions. Revisions and more research, however, are needed before this tool could be implemented fully.
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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.
Full textAbstract:
碩士國立臺灣師範大學
英語學系
95
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 major and a sub cognitive process and a major and a sub knowledge type in the Revised Bloom’s Taxonomy. SPSS 14.0 statistical package was used to do the quantitative analysis. The frequency distribution of the question types (i.e., combinations of the cognitive levels and knowledge types identified) was done by the Crosstabulation analysis. The two-way ANOVA test was applied to the SAET and the DRET to investigate whether there were significant differences among the passing rates of various question types and to examine whether these differences were consistent through years. Moreover, to see how the high and low scorers differed while answering different types of questions each year, the discrimination indexes were analyzed via the one-way ANOVA test. The results of this study are summarized as follows: First, in both test item analyses, four lowest levels in the Revised Bloom’s Taxonomy (Remember, Understand, Apply, and Analyze) along with eight sub-levels, and three types of knowledge (Factual, Conceptual, and Procedural) along with three subtypes were identified, together comprising five major question types and nine subtypes of questions. Second, items on Remember Factual Knowledge and Understand Factual Knowledge were the majority in the two tests. Few items were found at higher levels of Apply and Analyze. The major differences between the SAET and the DRET were the frequency, occurrence, and distribution of items testing different cognitive sub-skills and knowledge subtypes. It was found that Executing/Apply items were more favored in the SAET, whereas the DRET had more items on Inferring (a subtype under Understand category). Third, in the SAET, no general pattern was found in the significant discrepancy among the passing rates of various question types in these years; whereas a general pattern emerged in the DRET, with Understand Conceptual Knowledge items being significantly best performed. However, examinees performed extremely poor on sub question type of inferring unstated details. Finally, a gap around 50 was found between the passing rates of the high and low scorers regardless of the question types in the SAET and the DRET. Yet, it was found that, in the DRET, the high scorers performed worst in answering questions on Inferring specific details, making this type of question obtain unsatisfactory discriminatory power. It is suggested that English teacher should help learners develop the four needed cognitive skills, especially the inferring sub-skills of understanding, in reading or test preparing.
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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.
Full textAbstract:
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 role playing in history teaching are provided at the end of the theoretical part. The empirical part describes the progress of two-phase action research realized during the years 2007-2011 at grammar school with four-year study programme. At the beginning of the empirical probe there were two general questions: Can the role playing in history teaching help the development of students' personality? Can the role playing in history teaching help to fulfil the educational goals of history teaching? These were gradually more specified and modified according to the progress of action research. The main subject of interest was observing the students' development in the area of working in groups of different sizes, role playing...
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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.
Full textAbstract:
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 elementary schools and for the grammar schools the topic Chemical Reactions and Chemical Equations. In the research part, there are shown the results of paedagogical research aiming at verifying the influence IBSE on to develop the higher mind operations according to Bloom taxonomy, to develop the scientific skills, as well as the survey of pupils' attitudes to this particular educational teaching process. The results obtained from the IBSE implementation and its verification performed by the cognitive tests and further by statistical evaluation, have confirmed the validity of the set hypotheses - the level of pupils' knowledge and skills has been increased, especially at weaker pupils in both degree of schools. By...
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Chen, Hsiao-Jing, and 陳筱菁. "An Analysis of Computer Science Exam Questions Using Revised Bloom''s Taxonomy." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/50815985787604051877.
Full textAbstract:
碩士國立臺灣師範大學
資訊教育研究所
92
The purpose of this study was to explore and describe the trends, contents and cognitive levels of computer science test in technical college entrance examination from 2001-2004. We categorized the knowledge and cognitive process type of each test item based on revised Bloom’s taxonomy. Three raters participated in the analysis to ensure the reliability of this study, and together developed “subject matter table” and adopted “revised taxonomy table” as analysis tools. The test item should require applying a particular cognitive process to a particular type of knowledge. No test item was at “evaluate” and “creative” levels of cognitive process, and most of the test items were at “remember factual knowledge” type. Although revised Bloom’s taxonomy is a useful tool for categorizing the knowledge and cognitive process types, it can not categorize difficulty of test items and formulate the knowledge type of the operating skill such as the ability to use software.
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Li, Yi-Ching, and 李宜璟. "A Comparison of English Reading Comprehension Questions on the BCT and the CAP Using Revised Bloom’s Taxonomy." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/vmsw34.
Full textAbstract:
碩士國立臺灣師範大學
英語學系
106
This research aimed to analyze the cognitive categories in Bloom’s revised taxonomy on the English reading comprehension test items on BCT (Basic Competence Test) and CAP (Comprehensive Assessment Program) for junior high school students from 2011 to 2016, and to explore examinees’ performance on each cognitive level. The major results are as follows： The study found that Remember, Understand, Apply, and Analyze appeared in both exams. Evaluate and Create didn’t appear. The reason may be that Evaluate and Create weren’t easily measured in multiple choices. Items of Understand were the majority and they tended to be easy or average in difficulty. Only a few of them were difficult. However, as for items of Apply and Analyze combined, though they only accounted for 20% of test items, they tended to be difficult. When items on the two exams were compared, it was found that items of Apply increased at a faster speed in CAP than in BCT, which indicated its rising importance and this matched CAP’s goal of relating to students’ living experiences and activating their learning. Also, CAP tended to contain more items of Apply and Analyze, which showed that CAP included more items of higher cognitive levels than BCT did. It is suggested that teachers can design more difficult items of Understand and easy items of Apply and Analyze for students to prepare for CAP in the future.
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FEKETOVÁ, Petra. "Bloomova taxonomie (RBT) a aktivizující metody ve výuce cizích jazyků se zaměřením na španělštinu." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-381857.
Full textAbstract:
The presented master's thesis is concerned with the topic of the revised version of Bloom's taxonomy and its implementation to second language teaching with regards to its higher levels through the use of different activating methods of teaching. The aim of this thesis is to, with the support of academic literature, consider the role of the activating methods in language teaching and their potential relationship to the revised taxonomy. Based on these findings it is later aimed to present suggestions applicable in practice about how to combine these two instruments with regards to Spanish language teaching. The thesis includes a research done through a questionnaire which aims to map the teachers' knowledge of the activating teaching methods and the potential means of using them while teaching.