Gotowe bibliografie tematyczne / Bloom's Revised Taxonomy 2001

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  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
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Gotowa bibliografia na temat „Bloom's Revised Taxonomy 2001”

Autor: Grafiati
Data publikacji: 3 czerwca 2025
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Bloom's Revised Taxonomy 2001"

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Mariyam, Talat, Saria Kazmi, and Rana Imran Ali. "Evaluation of English Textbook Exercises of Punjab Textbook Board for Grade 10 in the Light of Revised Bloom's Taxonomy of 2001." Global Language Review V, no. II (2020): 170–78. http://dx.doi.org/10.31703/glr.2020(v-ii).18.

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This research study discusses and records the analysis of the exercises of English Book 10 of the Punjab Textbook Board by the application of Revised Bloom's Taxonomy by Anderson and Krathwohl for Teaching,Learning, and Assessment. The nature of the study is analytical, and it critiques the concerned textbook to evaluate the conformity of its exercises of the book given at the end of each chapter against the various sub-domains of the Cognitive domain of the revised taxonomy. This research study also sheds light on the importance of evaluation,textbooks in the Pakistani context, and an overall
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Mohamed, Ros Anita Kartini, Abdul Halim Ali, and Muhammad Nasir. "Aplikasi Ranah Kognitif Anderson & Krahthwohl dalam Pengajaran dan Pembelajaran Pantun di Sekolah Dasar." Journal of Humanities and Social Sciences 3, no. 3 (2021): 110–18. http://dx.doi.org/10.36079/lamintang.jhass-0303.286.

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Taksonomi adalah klasifikasi benda mengikut ciri-ciri tertentu. Taksonomi dalam bidang pendidikan digunakan untuk mengklasifikasikan tujuan pendidikan, penyusunan penilaian dan kurikulum. Bloom telah mengkategorikan tiga ranah dalam pembelajaran, yaitu; ranah kognitif, ranah afektif dan ranah psikomotor. Taksonomi Bloom fokus pada terminologi (1) pengetahuan; (2) pemahaman; (3) penerapan; (4) analisis; (5) sintesis; dan (6) evaluasi. Sedangkan terminolginya berubah dengan adanya Taksonomi Revisi pada tahun 2001 oleh Anderson & Krathwohl dengan terminologi (1) mengingat; (2) memahami; (3) m
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Pornpimon, Tangsakul, Kijpoonphol Wachiraporn, Duy Linh Nguyen, and Nuamthanom Kimura Lugsamee. "USING BLOOM'S REVISED TAXONOMY TO ANALYZE READING COMPREHENSION QUESTIONS IN TEAM UP IN ENGLISH 1-3 AND GRADE 9 ENGLISH O-NET TESTS." International Journal of Research - Granthaalayah 5, no. 7 (2017): 31–41. https://doi.org/10.5281/zenodo.826733.

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The aim of the study was to use Bloom’s Revised Taxonomy 2001 or Anderson & Krathwohl’s Taxonomy 2001 to analyze and compare the levels of reading comprehension questions found in reading parts of Team Up in English 1-3 and Grade 9 English O-NET Tests academic years 2013-2016. This study examined 416 reading comprehension questions from Team Up in English 1-3 and 65 reading comprehension questions from O-NET Tests academic years 2013-2016. Bloom’s Revised Taxonomy 2001 was used as a framework for analyzing levels of reading comprehension questions. The findings showed that the levels of re
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Nurhaliza, Annisa Siti, and Mochamad Fiqri Mustopa. "ANALISIS TINGKAT KOGNITIF SOAL UJIAN SEKOLAH PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM BERDASARKAN TAKSONOMI BLOOM REVISI 2001." Journal of Research and Thought on Islamic Education (JRTIE) 6, no. 1 (2023): 71–84. http://dx.doi.org/10.24260/jrtie.v6i1.2696.

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This study aims to analyze the cognitive level of school exam questions on Islamic Religious Education subjects based on Bloom's Revised Taxonomy. Bloom's Revised Taxonomy is used as an assessment framework to describe the level of cognitive complexity requested by each exam question. The research method used was content analysis of Islamic Religious Education question banks from several schools covering primary and secondary education levels. The results of the analysis show that most of the Islamic Religious Education exam questions still concentrate on lower cognitive levels such as remembe
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Azambuja, Marcelo Schenk de, Marta Quintanilha Gomes, and Gerson Chequi. "Entrepreneurship Education Experience for Health Professionals and Bloom's Taxonomy Revised." International Journal for Innovation Education and Research 9, no. 11 (2021): 371–82. http://dx.doi.org/10.31686/ijier.vol9.iss11.3522.

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The paper presents the experience of teaching entrepreneurship in a health-focused Higher Education Institution, based on Bloom’s Taxonomy revised by Lori Anderson (2001). The teaching methodologies that were used focused on creativity, analysis, criticism, planning and interpersonal skills to develop the expertise needed to undertake and manage different types of businesses. Students were encouraged to propose business and healthcare solutions by employing creativity, ideation, planning, and management tools. Other practices like Brainstorm, the Edward de Bono's 6 Hats technique, the PIN - Po
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Muehleck, Jeanette K., Cathleen L. Smith, and Janine M. Allen. "Understanding the Advising Learning Process Using Learning Taxonomies." NACADA Journal 34, no. 2 (2014): 63–74. http://dx.doi.org/10.12930/nacada-13-013.

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To better understand the learning that transpires in advising, we used Anderson et al.'s (2001) revision of Bloom's (1956) taxonomy and Krathwohl, Bloom, and Masia's (1964) affective taxonomy to analyze eight student-reported advising outcomes from Smith and Allen (2014). Using the cognitive processes and knowledge domains of Anderson et al.'s revised taxonomy, we discuss the learning processes that underlie cognitive-based outcomes. We also describe the way the affective taxonomy developed by Krathwohl et al. contributes to understanding learning processes that promote affective outcomes. Thr
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DOGAN, Cemile, Hayriye ULAŞ TARAF, and Eda ERCAN DEMİREL. "İNGİLİZCE ÖĞRETMEN ADAYLARININ SORU SORMA STRATEJİLERİNİN İNCELENMESİ." Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi 13, no. 2 (2023): 1002–14. http://dx.doi.org/10.30783/nevsosbilen.1268684.

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Promoting learners' higher-order thinking, which is also called critical thinking. requires using instructional strategies beyond merely recalling information but analyzing, evaluating, and creating information, as suggested in Bloom's Revised Taxonomy of Educational Objectives (2001). As an indispensable vehicle for instructional practice and assessment, questioning is both an end to be achieved and a valuable means to attaining higher-order thinking levels. Bearing in mind that a teacher who can incorporate the so-called skills may transfer those to future language practitioners, teacher edu
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Ayub, Sadia, and Lubna Ali Mohammed. "Student’s Perception and Measure of Bloom's Taxonomy Cognitive Levels: An Integrated Analysis Based on Hec's Career-Oriented Speaking Curriculum and Sustainable Development Goals (SDGs)." Journal of Lifestyle and SDGs Review 5, no. 2 (2025): e03303. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe03303.

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Objective: The objective of this study is to assess the cognitive levels of Bloom's taxonomy that are emphasized in teaching speaking skills and evaluate how students from diverse backgrounds in Pakistani universities perceive the advanced cognitive levels of Bloom's taxonomy necessary for developing speaking skills required in the workplace. Theoretical Framework: The research's fundamental concepts and theories are based on Richards and Rodgers' language teaching model (2001). Method: This exploratory, case-based, qualitative study collected data from public and private universities in Islam
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Fitri, Yenni Kurnia, Hermawati Syarif, and Desvalini Anwar. "THE LEVELS OF QUESTIONS USED ON READING TEST WITH REGARDS TO REVISED BLOOM'S TAXONOMY." Ta'dib 22, no. 1 (2019): 27. http://dx.doi.org/10.31958/jt.v22i1.1421.

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The research aims to find out the levels of questions used by an English teacher for mid-semester reading test for the second graders in SMA 2 Padang in accordance Anderson’s and Karthwohl’s taxonomy (2001). The participant was chosen based on purposive sampling. This is a descriptive research. The data of the research were obtained from documents analysis. Evaluation of the question sheets were analyzed one by one. After that, the data were analyzed, grouped, and explained based on the research aims. The results of this research show that the teacher formulated on three levels of questions. T
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Mizbani, Maryam, and Azizeh Chalak. "Analyzing Listening and Speaking Activities of Iranian EFL Textbook Prospect 3 Through Bloom's Revised Taxonomy." Advances in Language and Literary Studies 8, no. 3 (2017): 38. http://dx.doi.org/10.7575/aiac.alls.v.8n.3p.38.

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Some significant components are essential in teaching a language. Among these, textbooks are the most significant ones and must be considered seriously. Textbooks play an important role in EFL teaching and learning because they can provide ready-made materials to both teachers and students. Besides, if textbooks aren’t used appropriately, they may spoil the process of teaching. This study aimed at analyzing listening and speaking activities of the textbook Prospect 3 which is used for Junior High School third graders in order to investigate in which level of lower or higher of the learning obj
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Rozprawy doktorskie na temat "Bloom's Revised Taxonomy 2001"

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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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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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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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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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Książki na temat "Bloom's Revised Taxonomy 2001"

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W, Anderson Lorin, Krathwohl David R, and Bloom Benjamin Samuel 1913-, eds. A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of educational objectives. Longman, 2001.

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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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Części książek na temat "Bloom's Revised Taxonomy 2001"

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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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Mošaťová, Michaela, and Jana Výškrabková. "Designing tasks for developing complex language skills and cognitive competence in the distance learning of Slovak as a foreign language." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1028.

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The Slovak language is one of the less commonly taught languages, and its learners worldwide have few options in terms of its study and practice. One of them, however, is the www.e-slovak.sk e-learning platform provided by the Studia Academica Slovaca Centre at the Comenius University Faculty of Arts in Bratislava, Slovakia. This article summarises a two year experience teaching Slovak in two tutored e-learning courses of e-slovak levels A1 and A2 (CEFR, 2001). The article focusses mainly on the tasks contributing to the development of productive communication skills (speaking and writing). We
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Saffold, Felicia. "(Re)Assessing Student Thinking in Online Threaded Discussions." In Teacher Education Programs and Online Learning Tools. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1906-7.ch014.

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A teacher educator examines the level of critical thinking of her preservice teachers participating in an urban education course through online discussions. The objective was to see if online discussions, which were the heart of the learning process, could be an effective strategy to promote critical thinking skills. Using the revised version of Bloom’s Taxonomy (Anderson &amp; Krathwohl, 2001) as a guide, participants’ posts and responses were assessed to determine the quality of thinking that occurred in the online discussion forum. Results show that utilizing online discussion forums can be
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Burgess, Melissa L., and Phil Ice. "Using the Community of Inquiry (CoI) Model and Bloom's Revised Taxonomy to Support 21st Century Teaching and Learning in Multi-User Virtual Environments." In Transforming Virtual World Learning. Emerald Group Publishing Limited, 2011. http://dx.doi.org/10.1108/s2044-9968(2011)0000004011.

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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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Alqurashi, Emtinan, and Ariel R. Siegelman. "Designing and Evaluating Technology-Based Formative Assessments." In Handbook of Research on Faculty Development for Digital Teaching and Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8476-6.ch012.

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Formative assessments aligned with learning goals can improve student learning. Integrating technology into formative assessments can further enhance and transform the learning experience. This chapter focuses on how instructors can design and evaluate formative assessment activities that incorporate technology. It provides a practical guide for understanding how to apply the revised Bloom's taxonomy framework and the substitution, augmentation, modification, redefinition (SAMR) model to create meaningful technology-based formative assessments. This chapter includes evaluations of example tech
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Harvey, Trish, and Vivian Johnson. "The Discussion Forum." In Increasing Productivity and Efficiency in Online Teaching. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0347-7.ch008.

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This chapter will discuss how to use the revised Bloom's Taxonomy as a framework for not only creating learning objectives but also as a guide to select tools to reduce the use of discussion forums and support faculty in broadening their thinking about the variety of tools that can be used to address learning objectives. Tools include: wikis, blogs, quizzes, journals, Web 2.0 tools, infographics and videos. These tools reduce faculty dependence on discussion forums and support faculty in broadening their thinking about the variety of tools that can be used to address learning objectives to cre
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Qidwai, Minhaj A. "Communication." In Advances in Healthcare Information Systems and Administration. IGI Global, 2024. https://doi.org/10.4018/979-8-3693-7051-3.ch001.

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The chapter delves into the intricate relationship between communication, Artificial Intelligence (AI), and the healthcare sector. It explores how advancements in AI technology have revolutionized healthcare communication through Embodied Conversational Agents (ECAs), offering new opportunities and challenges for both healthcare professionals and patients. The use of semantic networks to represent causal and temporal relationships in a patient's medical history and its benefit in providing valuable insights for healthcare providers is a key discussion point. The chapter also delves into Bloom'
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Elkordy, Angela, and Michael H. McVey. "Co-Creating With AI." In Advances in Computational Intelligence and Robotics. IGI Global Scientific Publishing, 2025. https://doi.org/10.4018/979-8-3373-2397-8.ch005.

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This chapter explores the integration of generative artificial intelligence (genAI) into instructional design in higher education, addressing both its potential and its challenges. It introduces the SCALE Framework (Substitution, Co-Construction, Automation, Learning, Evolution), a progressive model for faculty AI literacy that builds on established educational theories like Bloom's Revised Taxonomy, UDL, and TPACK, as well as emergent AI-specific and sociocultural perspectives. The framework positions AI as a collaborative partner, guiding educators through stages from automating routine task
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Streszczenia konferencji na temat "Bloom's Revised Taxonomy 2001"

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Callista, Annisa Syafarani, Oktariani Nurul Pratiwi, and Edi Sutoyo. "Questions Classification Based on Revised Bloom's Taxonomy Cognitive Level using Naive Bayes and Support Vector Machine." In 2021 4th International Conference of Computer and Informatics Engineering (IC2IE). IEEE, 2021. http://dx.doi.org/10.1109/ic2ie53219.2021.9649187.

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Chang, Yi-Hsing, and Huan-Wen Chen. "An automatic inference system for the quality analysis of test items based on the Bloom's revised taxonomy." In 2009 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2009. http://dx.doi.org/10.1109/icmlc.2009.5212592.

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Sanduleac, Sergiu. "Scientific thinking – a fundamental concept in the professionalization of teachers." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p9-15.

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Scientific thinking as a fundamental concept in the professionalization of teachers is a very important element in the problems that have arisen in the 21st century. This article presents the theoretical modeling of the professionalization of the teacher who has a high level of operability in scientific thinking. Several meanings regarding scientific thinking are presented. Likewise, the perspectives of approach in the development of scientific thinking in teachers in relation to Bloom's revised taxonomy are presented. The article concludes with international and national strategies that could
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Stefan, Antoniu, Ioana andreea Stefan, Jannicke Baalsrud hauge, and Sylvester Arnab. "APPROACHING ASSESSMENT IN EDUCATIONAL GAMES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-070.

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The use of games in education necessitates investigations on how to successfully transpose learning objectives and evaluation metrics into game settings, how to effectively assess player performance in the game, and also on how to overcome technical issues associated with the integration of Digital Educational Games (DEG) and Learning Management Systems (LMS). According to Bloom's taxonomy, revised by Anderson in 2001, which is used to develop learning objectives, there are six categories in the cognitive process dimension that should be considered: remember, understand, apply, analyse, evalua
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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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Rajić, Višnja, Marina Diković, and Morana Koludrović. "Do We Equip Teachers to Deal with Global Crisis? Case of Initial Teacher Education in the Republic of Croatia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.62.

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Traditional teacher education focused on crisis teaching, crisis prevention and crisis management at the internal and external level changes require education to react to factors and contexts at meso and macro level. The aim of the research was to determine whether the learning outcomes of initial teacher education that prepare future teachers to deal with crises at meso level and macro level can be identified. Also, research aimed to identified learning outcomes with respect to the type of crisis they address and the level of revised Bloom’s taxonomy (Anderson &amp; Kratwohl, 2001). Content a
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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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Raporty organizacyjne na temat "Bloom's Revised Taxonomy 2001"

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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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