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Artykuły w czasopismach na temat „Bloom's Revised Taxonomy 2001”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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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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Tangsakul, Pornpimon, Wachiraporn Kijpoonphol, Nguyen Duy Linh, and Lugsamee Nuamthanom Kimura. "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. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2106.

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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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Ahmad, Hanifah, Amali Putra, Hidayati, and Renol Afrizon. "INTEGRATED DESIGN OF KNOWLEDGE DIMENSIONS AND THINKING PROCESS LEVEL ON MEASUREMENT MATERIALS FOR HIGH SCHOOL PHYSICS LEARNING." PILLAR OF PHYSICS EDUCATION 14, no. 3 (2021): 205. http://dx.doi.org/10.24036/11927171074.

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The learning objectives in the 2013 Curriculum expect changes and improvements in students' competencies. To encourage the achievement of these learning objectives, the learning tools should refer to the Graduate Competency Standards (SKL) which have been regulated in Permendikbud number 20 of 2016. It is explained that the revised Bloom's taxonomy is a reference in developing SKL. The revised Bloom's Taxonomy developed by Anderson and Krathwohl in 2001 categorizes learning outcomes by referring to the dimensions of knowledge and levels of thinking processes. However, the reality is that the i

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Kamlasi, Imanuel. "Descriptive Analyses on English Test Items based on the Application of Revised Bloom’s Taxonomy." Metathesis: journal of English language, literature, and teaching 2, no. 2 (2018): 203. http://dx.doi.org/10.31002/metathesis.v2i2.847.

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<p>This investigation analyzed the English test items based on the application of revised Bloom’s taxonomy. This study was categorized as descriptive qualitative research. The instrument of this study was English test sheet which was used in final semester test in senior high school. In analyzing the data; the researchers applied four steps: codifying; classifying; analyzing and discussing. Anderson, et.al. (2001) revised the Bloom’s Taxonomy that thinking is an active process<strong> </strong>so verbs were used rather than nouns. The findings showed that remembering taxonomy

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Mussarat Naheed, Dr. Umer Azim, and Maryam Sabir. "AN ANALYTICAL STUDY OF EXERCISES IN ENGLISH TEXTBOOK DESIGNED BY PCTB THROUGH REVISED BLOOM’S TAXONOMY." Journal of Applied Linguistics and TESOL (JALT) 8, no. 3 (2025): 34–46. https://doi.org/10.63878/jalt900.

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This study is conducted to analyse exercises in the English Textbook using Revised Bloom’s Taxonomy (RBT). It aimed to examine the questions at the end of reading texts in an 8th-grade English textbook PCTB designed through the cognitive domain levels of Revised Bloom’s taxonomy (2001). The researcher created an evaluative criteria sheet based on the cognitive domain of Revised Bloom’s taxonomy (2001) as a framework, and various tables were used as rubrics to classify the cognitive levels of questions at the end of each unit. A coding scheme was developed to categorise the data, which was anal

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Melati, Sela Eka, and Fathor Rasyid. "Student’s Critical Thinking towards Reading Comprehension using Revised Bloom’s Taxonomy." IREELL: Indonesian Review of English Education, Linguistics, and Literature 1, no. 2 (2023): 152–65. http://dx.doi.org/10.30762/ireell.v1i2.1947.

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Critical thinking skills are one of the aims of teaching-learning activities proposed by the Ministry of Education through the implemented curriculum in Indonesia called the 2013 curriculum. It is a student's ability of cognitive skill divided into two stages of thinking, specifically Low Order Thinking Skill and High Order Thinking Skill. The Critical thinking scheme used in this research, was revised from Bloom’s taxonomy proposed by Anderson (2001). This study used a qualitative descriptive design. The data collected through observations. The instrument of this research used an observation

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Akhshik, Somaye Sadat, and Beglou Reza Rajabali. "From training to Exam: a Comparative Analysis of M.A. and Ph.D Exams of Knowledge and Information Science with Curriculum." Journal of Library and Information Science Research 11, no. 1 (2021): 281–99. https://doi.org/10.22067/INFOSCI.2021.24045.0.

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<strong>Introduction:</strong> The purpose of this study is to analyze the M.A. and Ph.D exams of knowledge and information science discipline and compare them with B.A. and M.A. curricula. This comparison was carried out based on Bloom's revised taxonomy in two aspects of the status of the dimensions of knowledge (factual, conceptual, procedural and metacognitive) and the status of cognitive skills (remember, understand, apply, analyze, evaluate and create).<strong>Methodology</strong>: This study is an applied research with qualitative approach, using content behavioral goals of the cur

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Sarkar, Swaraj Kumar. "Bloom’s Taxonomy and Examination Reform in Higher Education using ICT as a Tool." Journal of Advances in Education and Philosophy 7, no. 05 (2023): 173–77. http://dx.doi.org/10.36348/jaep.2023.v07i05.005.

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This study highlights the basic features of Bloom’s Taxonomy and its importance in integrated teaching- learning-assessment system. This study detailed a plan of information and Communications Technology (ICT) based implementation of revised Bloom’s taxonomy (2001) as a mark of examination reform to analyze students’ attainment level by measuring knowledge level (K), course outcome (CO) and program outcome (PO) in respect to each curriculum. The plan ultimately facilitate to develop a portal and fulfil the basic objective of Outcome based Education (OBE) system as the students’ attainment repo

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Choi, Jung In, and Seoung Hye Paik. "A Comparative Analysis of Achievement Standards of the 2007 & 2009 Revised Elementary Science Curriculum with Next Generation Science Standards in US based on Bloom's Revised Taxonomy." Journal of The Korean Association For Science Education 35, no. 2 (2015): 277–88. http://dx.doi.org/10.14697/jkase.2015.35.2.0277.

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T., S. Mokgwathi, S. Macha Annah, and Morolong Lebogang. "Designing Assessment for Technical Writing and Academic Literacy: Structuring and Wording Questions using Bloom's Taxonomy: A Case Study." Education Quarterly Reviews 2, no. 1 (2019): 144–54. https://doi.org/10.31014/aior.1993.02.01.47.

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This study investigated how lecturers of Technical Writing and Academic Literacy assessed their students at a science and technology university in Botswana. The data for the study were obtained from the past test, assignment and examination papers administered to year one, year two and year three students enrolled in various programmes under the College of Sciences (including the Department of Information Communication and Technology), and the College of Engineering and Technology at the said university. In addition, a focus group of six teaching staff was interviewed to triangulate the data a

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Ballester, Almagro Miriam, María Dolores García-Pastor, and Carmen Rodríguez-Gonzalo. "Enseñanza gramatical, reflexión metalingüística y transferencia interlingüística en los libros de texto de inglés de Educación Primaria." Didacticae. Journal of Research in Specific Didactics 15 (March 1, 2024): 1–22. https://doi.org/10.1344/did.43086.

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This article focuses on the teaching of English as the first foreign language in PrimaryEducation in the Valencian Community. Grammar teaching in this language has been based mainlyon the use of textbooks, which must meet curricular demands such as reflective language teaching andplurilingual education, both present in recent educational laws in Spain. Thus, this study examineswhether these demands are met in 36 Primary school English textbooks from the period 2004-2014by analyzing the didactic treatment that grammatical contents and interlinguistic transfer receive.To this end, Bloom's Taxono

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Panthalookaran, Varghese. "Beyond Bloom’s Taxonomy: Emergence of Entrepreneurial Education." Higher Education for the Future 9, no. 1 (2021): 45–61. http://dx.doi.org/10.1177/23476311211046176.

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Twenty years have elapsed since the publication of the Revised Bloom’s Taxonomy (RBT) in 2001, which has established itself as a major tool for defining the objectives of educational programs worldwide. It is, however, high time to revisit the efficacy of RBT in defining educational objectives of the digital natives. The current article initiates a discussion on an entrepreneurial mode of education, which requires learners to venture beyond the paradigms of RBT. The article is meant to catalyze educational reforms in tune with the anticipated life and work spaces of the age of information and

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이민정, Taemyung Yoo, and 이경숙. "Analysis of Home Economics textbooks of 2007 Revised Curriculum Based on 'A Revision of Bloom's Taxonomy of Educational Objectives'." Journal of Korean Practical Arts Education 17, no. 2 (2011): 149–76. http://dx.doi.org/10.17055/jpaer.2011.17.2.149.

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Mele, Cristina, Marialuisa Marzullo, Swapnil Morande, and Tiziana Russo Spena. "How Artificial Intelligence Enhances Human Learning Abilities: Opportunities in the Fight Against COVID-19." Service Science 14, no. 2 (2022): 77–89. http://dx.doi.org/10.1287/serv.2021.0289.

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This paper widens the focus on how artificial intelligence (AI) can foster the learning abilities of human actors, adopting a wider view with respect to a strict focus on tasks and activities. The interaction between AI and human learning has not been investigated in service research. Placing its theoretical roots in work by Huang and Rust [Huang MH, Rust RT (2021) Engaged to a robot? The role of AI in service. J. Service Res. 24(1):30–41.] in service research and on Bloom’s revised taxonomy in education studies [Anderson LW, Krathwohl DR, Airasian PW, Cruikshank KA, Mayer RE, Pintrich PR, Rat

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Wonginsidi, Olivia. "Questions and Instructions Found in Reading Sections Used in “Interlanguage: English for Senior High School Students XI” Textbook." K@ta Kita 7, no. 1 (2019): 71–78. http://dx.doi.org/10.9744/katakita.7.1.71-78.

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This is a qualitative study of questions and instructions found in reading sections used in Interlanguage: English For Senior High School Students XI textbook. The writer observed the types of cognitive domains of questions and instructions and the key words found in the reading sections of the textbook. The data, consisting of questions and instructions, were collected from the reading sections of the first seven chapters of the textbook, as the source of data was from the textbook downloaded from the internet. In order to answer the research questions, she used the theory of Bloom’s Revised

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Ulfie, Fauziana, and Sudarya Permana. "The Alignment between Learning Outcomes and Assessment Tasks in Writing: A BRT Analysis." Stairs 2, no. 2 (2021): 52–62. http://dx.doi.org/10.21009/stairs.2.2.6.

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This study was aimed at obtaining the profile of alignment between learning outcomes and assessment tasks on ‘writing’ skills development in “Pathway to English Grade X” textbook with regards to Bloom’s Revised Taxonomy. The data of the study were 32 statements of learning outcomes and 49 items of assessment tasks of 10 chapters. This study used Bloom’s Revised Taxonomy table (Anderson & Krathwohl, 2001) as the framework of reference in conducting data collection and interpretation. The results showed that the LOs and ATs distributed over several levels. 34.38% of overall LOs of this textb

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Lactona, Iil Dwi, and Eko Agus Cahyono. "KONSEP PENGETAHUAN ; REVISI TAKSONOMI BLOOM." Enfermeria Ciencia 2, no. 4 (2024): 241–57. https://doi.org/10.56586/ec.v2i4.64.

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Pengetahuan yang dimiliki oleh manusia pada dasarnya merupakan hasil upaya yang dilakukan oleh manusia dalam mencari solusi atas permasalahan yang sedang dihadapi. Hal ini merupakan kemampuan alamiah yang dimiliki oleh manusia sebagai bagian dari upaya manusia untuk memenuhi kebutuhan / keinginan yang dimiliki. Dalam artian yang lebih sederhana, pengetahuan merupakan kumpulan informasi, fakta, keterampilan, dan pemahaman yang diperoleh seseorang melalui pengalaman, pembelajaran, atau penelitian. Pengetahuan memungkinkan seseorang untuk memahami, menjelaskan, dan berinteraksi dengan dunia di se

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Arif, Rikza, and Akifa Imtiaz. "“Blinds’ Concerns are Always Disregarded”: Necessity of Revolutionizing English Education for Visually Impaired ELLs." ANNALS OF SOCIAL SCIENCES AND PERSPECTIVE 5, no. 1 (2024): 169–87. http://dx.doi.org/10.52700/assap.v5i1.370.

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In an era where knowledge is paramount, every student deserves an education that empowers them for academic and professional success, regardless of disability. Focusing on the needs of visually impaired ELLs, this research presents a case study pinpointing gaps in prevailing teaching methods and introduces a revised approach based on 21st-century skills. The study involves four visually impaired fifth-grade students and their English teacher. The selection of the school and participants was based on the purposive sampling technique. Data was collected with the help of an observation checklist

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Ram, Manulal P., K. K. Ajay, and Gopinathan Nair A. "Geoscience Curriculum: Approach Through Learning Taxonomy and Outcome Based Education." Higher Education for the Future 7, no. 1 (2020): 22–44. http://dx.doi.org/10.1177/2347631119886403.

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Learning outcomes are inevitably to be declared by any university and educational institution at every level of their programmes. It should have a general scheme for all programmes regardless of the discipline specificities, individual courses or even independent instructional units. Such outcomes are stated at different levels based on the taxonomy of learning adopted in each scheme. People follow different learning taxonomies for stating course contents, designing the assessment items and measuring the attainment. In this work, revised Bloom’s taxonomy (Anderson and Krathwohl, 2001) has been

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Xia, Saihua. "Developing Awareness of Questioning Strategies for Second Language Learner Teachers." Journal of Language Teaching and Research 11, no. 6 (2020): 853. http://dx.doi.org/10.17507/jltr.1106.01.

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Asking varying levels of questions within the cognitive domain is not an innate skill, which is especially true with English as a second language learner teachers. To develop their awareness of teacher questioning strategies, an eight-week quasi-experimental study, designed based on the Revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001) has explicitly taught participants (N=14) questioning strategies of asking varying levels of questions and Divergent Questions through intense restructuring activities and a Question-Question Game. Pre-and post-tests, and pre-and post-questionnaires, inc

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Syahdanis, Junitri Dian, Dedi Sofyan, and Wisma Yunita. "ANALYSIS OF HOTS IN ENGLISH TEACHER-MADE TEST." JURNAL BASIS 8, no. 2 (2021): 203–16. http://dx.doi.org/10.33884/basisupb.v8i2.4479.

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HOTS were three upper cognitive processes of Bloom's revised taxonomy by Anderson and Krathwohl (2001) which consisted of analyzing, evaluating, and creating. The objectives of this research were (1) to know the distribution of HOTS in English teacher-made test (2) to evaluate the relevancy of the English teacher-made test with the competencies in English simplified syllabus; (3) to know the reason for less appearance of HOTS in the English teacher-made test. This research focused on English teacher-made tests for grade X and grade XI in the academic year of 2020/2021 at the senior high school

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Rabeya Binte, Habib,. "Hot or Not? a Taxonomic Exploratory Case Study for ELE at Tertiary Level Bangladesh." DIU Journal of Humanities and Social Science 6, no. 1 (2019): 162–85. http://dx.doi.org/10.36481/diujhss.v.06i1.tyxctn75.

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It is generally perceived that learners being taught for years are found inefficient tofonnulate, develop and understand the practical problems at their workplace (BBS, 2018 cited in Tuhin. 2018; Fayaaz, Danish & Hassan, 2019; Neazy, 2019). Not surprisingly, much of these skills are already categorized as higher-order thinking (after this NOV skills in Bloom (1956) & Original Taxonomy (hereafter 07) and the widely accepted Revised Taxonomy (henceforth RT) provided by Anderson (2001). Students and graduates interviewed for HEQEP (Higher Education Quality Enhancement Project) report 2018

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Rabeya Binte, Habib. "Hot or Not? a Taxonomic Exploratory Case Study for ELE at Tertiary Level Bangladesh." DIU Journal of Humanities and Social Science 6, no. 1 (2019): 161–85. http://dx.doi.org/10.36481/diujhss.v06i.976nd647.

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It is generally perceived that learners being taught for years are found inefficient to fonnulate, develop and understand the practical problems at their workplace (BBS, 2018 cited in Tuhin. 2018; Fayaaz, Danish & Hassan, 2019; Neazy, 2019). Not surprisingly, much of these skills are already categorized as higher-order thinking (after this NOV skills in Bloom (1956) & Original Taxonomy (hereafter 07) and the widely accepted Revised Taxonomy (henceforth RT) provided by Anderson (2001). Students and graduates interviewed for HEQEP (Higher Education Quality Enhancement Project) report 201

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Habib, Rabeya Binte. "Hot or Not? a Taxonomic Exploratory Case Study for ELE at Tertiary Level Bangladesh." DIU Journal of Humanities & Social Science 6 (October 20, 2024): 161–85. https://doi.org/10.5281/zenodo.13956653.

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It is generally perceived that learners being taught for years are found inefficient tofonnulate, develop and understand the practical problems at their workplace (BBS, 2018 cited in Tuhin. 2018; Fayaaz, Danish & Hassan, 2019; Neazy, 2019). Not surprisingly, much of these skills are already categorized as higher-order thinking (after this NOV skills in Bloom (1956) & Original Taxonomy (hereafter 07) and the widely accepted Revised Taxonomy (henceforth RT) provided by Anderson (2001). Students and graduates interviewed for HEQEP (Higher Education Quality Enhancement Project) report 2018

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Mishra, Yudhisthir, and Mr Saigopal Bandichhor. "Pedagogical Treatment of Class-IX Algebra Textbook Topic: Complement of Set under Board of Secondary Education Odisha." International Journal for Research in Applied Science and Engineering Technology 10, no. 11 (2022): 2043–47. http://dx.doi.org/10.22214/ijraset.2022.47748.

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Abstract: According to NCF 2005 -teaching and learning should be connect to outside the school. It should be practical and constructive in nature. The process of teaching should be based on the learner capacity. As we know mathematics is a very important subject in school and most of the student has the fear of learning mathematics. For the proper implementation of the teaching learning process in mathematics, the pedagogical treatment over of content is very important. It prepares a module for the teacher. A better teaching outcome can be achieved through this. The objective of my study is to

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Misechko, О., and T. Lytniova. "FROM CRITICAL THINKING – TO CREATIVITY: STEPS TO UNDERSTANDING." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(109) (October 19, 2022): 5–15. http://dx.doi.org/10.35433/pedagogy.2(109).2022.5-15.

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The paper contributes to the study of correlation between critical and creative thinking as the twenty-first century skills vital to succeed and stay competitive in the modern Information Age. The aim of the research is to ground a possibility of facilitating creativity with the help of critical thinking. The concepts of creative thinking and critical thinking are analysed. A synergetic correlation of creativity and critical thinking, with mutual reinforcement of both, is argued. Critical thinking is getting more innovative character, while creativity is raising to a higher level with more rea

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Ignjatović, Gordana. "MULTIPLE INTELLIGENCES IN ELP INSTRUCTION IN TERTIARY EDUCATION: Integrated Communicative MI-based Activities in Adult ELP/LE Classrooms." Journal of Teaching English for Specific and Academic Purposes 5, no. 3 (2017): 567. http://dx.doi.org/10.22190/jtesap1703567i.

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The paper presents the theoretical framework and pedagogical practice of integrating the core principles of the Multiple Intelligences (MI) Theory in English for Legal Purposes (ELP) or Legal English (LE) courses in tertiary education, by focusing on the Integrated Communicative Learning (ICL) approach and implementation of the integrated communicative MI-based activities in adult ELP/LE instruction at the Law Faculty, University of Niš. The article first revisits the MI theory, its core principles, reviews the common criticism and sketches ample applications of the MI theory. The next part re

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Makina, Antonia. "Developing a framework for managing the quality use of podcasts in open distance and e- learning environments." Open Praxis 12, no. 1 (2020): 67. http://dx.doi.org/10.5944/openpraxis.12.1.990.

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The integration of podcasts in an open distance e-learning environment can play a crucial role in reducing transactional distance through providing quality educational opportunities and access to information through any digital devise. However, technology does not improve teaching, unless if there is a well-conceived educational process taking place. The question therefore is how lecturers can be guided towards the quality use of podcasts in order to achieve most of the learning objectives. Therefore, this paper aims to design and develop a framework that manages the quality use of podcasts fo

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김진희. "Analysis of Grammar Instructional Objectives of High School Based on Bloom's Revised Taxonomy of Educational Objectives -Focusing on the instructional objectives of ‘grammar’ stated in ‘Reading and Grammar I and II’ of 2009 revised school curriculum -." SECONDARY EDUCATION RESEARCH 61, no. 4 (2013): 987–1013. http://dx.doi.org/10.25152/ser.2013.61.4.987.

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Wei, Bing. "The change in the intended Senior High School Chemistry Curriculum in China: focus on intellectual demands." Chemistry Education Research and Practice 21, no. 1 (2020): 14–23. http://dx.doi.org/10.1039/c9rp00115h.

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Using Revised Bloom's Taxonomy (RBT), this study has examined the intellectual demands of the Senior High School Chemistry Curriculum (SHSCC) in China from a socio-historical perspective. Document analysis was adopted as a research method to analyze knowledge types and cognitive processes, the two dimensions of the cognitive learning objectives in the three curriculum documents of the SHSCC officially released in 1996, 2003, and 2018 respectively. The changing tendencies of the two dimensions have been found over the past two decades. As for knowledge types, Factual knowledge has increased, wh

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Maryamah, Siti Ega, Setyo Wati, and Pipit Prihartanti Suharto. "Analyzing Higher Order Thinking Skills in Reading Exercises of Indonesian EFL Textbook." SALEE: Study of Applied Linguistics and English Education 5, no. 2 (2024): 560–70. http://dx.doi.org/10.35961/salee.v5i2.927.

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To face 21st-century challenges, the elements involved in the pedagogical approach, such as textbooks, must enable students to enhance their higher-order thinking skills (HOTS). This qualitative research aims to determine to what extent HOTS is incorporated in an Indonesian EFL textbook. The comprehension questions of reading texts in the textbook for 7th grade were analyzed through content analysis based on the six cognitive domains in the revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001). The findings of the study revealed: (1) 80,4% of the reading comprehension questions classified

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Adhikari, Haris C. "Bridging conceptual gaps for smooth teaching and learning." Journal of NELTA 24, no. 1-2 (2019): 126–46. http://dx.doi.org/10.3126/nelta.v24i1-2.27684.

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This paper primarily aims to reflect on the majority of my students’ inadequacies of using ‘remembering’, ‘understanding’, ‘analyzing’ and ‘evaluating’, four major levels of the Revised Bloom’s Taxonomy (2001), a helpful reading and writing technique included in Kathmandu University’s first year first semester undergraduate compulsory English and professional communication course, of course for the benefit of all the concerned ones—especially for those from the Asian regions whose communication in English reveals a number of linguistic and technical problems. The focus is more on the level of

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Anderson, Bill, Rachel Rymer, Jennifer Versaskas, Abigail Bueter, and Mahalia Masood. "Assessing a Modified Jigsaw Technique with Theoretical Triangulation." Journal of Effective Teaching in Higher Education 5, no. 1 (2022): 53–70. http://dx.doi.org/10.36021/jethe.v5i1.252.

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The jigsaw technique has been successfully used in classrooms for decades, though less in higher education. Groups are formed with each student having a precise piece of information necessary to complete the assignment. Next, expert groups of students with the same material meet to sharpen their understanding before reforming their initial group to share their new insights. This study sought to assess a modified jigsaw format where students received their material two days before the class, began with the expert groups, and closed with mixed groups where students taught their material and comp

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Aryani, Ervina Juli, and Sri Wahyuni. "An Analysis of Higher Order Thinking Skills Realization in Reading Comprehension Questions." Language Circle: Journal of Language and Literature 15, no. 1 (2020): 83–89. http://dx.doi.org/10.15294/lc.v15i1.26064.

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The significance of Higher Order Thinking Skills (HOTS) has led many educational stakeholders to include the skill in educational curriculum and more specifically in the subjects that students learn. In the context of learning English, HOTS should be instilled in four language skills, especially reading skill. This skill is vital since students are demanded to be critical of what they read. Therefore, this research aimed at investigating how the reading comprehension questions in English textbooks for three different grades (X, XI, and XII) published by the Ministry of Education and Culture fa

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Navtria, Shelly, Mulyadi Mulyadi, and Hilda Puspita. "An Analysis of Professional Teachers’ Questions in EFL Classroom." Jadila: Journal of Development and Innovation in Language and Literature Education 1, no. 1 (2020): 85–96. http://dx.doi.org/10.52690/jadila.v1i1.21.

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In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning the target language. However, students did not actively participate in learning particularly when responding to teachers’ questions. To overcome this problem, it is important for teachers to modify their questions through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in the classroom. This research was descriptive quantitati

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Febriani, Serly, and Lubna Ali Mohammed. "A Comparative Study on Reading Questions in EFL Textbooks for Level Ten, entitled “Bahasa Inggris SMA/MA/SMK/MAK” and “Pathway to English for SMA/MA”." Sains Insani 7, no. 2 (2022): 74–83. http://dx.doi.org/10.33102/sainsinsani.vol7no2.477.

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Abstract: Reading questions in the English textbooks are generally used as the techniques to improve reading comprehension and evaluate critical thinking skills development of students. This study aims to compare the reading questions in EFL (English for Foreign Language) textbooks in Indonesia for level/ Grade 10 (X). Specifically, it analyzes the skills and the levels of reading questions in the EFL textbooks for level ten which are “Bahasa Inggris SMA/MA/SMK/MAK” and “Pathway to English for SMA/MA”. It uses a content analysis approach to collect, analyze, and classify the reading questions

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Alnofal, Abdulaziz Ibrahim S. "Cognitive Levels in Saudi EFL Teachers’ and Textbook Questions." Journal of Language Teaching and Research 9, no. 4 (2018): 695. http://dx.doi.org/10.17507/jltr.0904.04.

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This study aimed to investigate the thinking levels of questions asked by EFL instructors for first year English Department students at Al-Imam Mohammad ibn Saud Islamic University (IMSIU).The study also aimed to analyze the cognitive levels of the comprehension questions demonstrated by the reading and writing textbook (Unlock, Reading and Writing 1) taught for first year English Department students at IMSIU. In addition, the study examined the extent to which the instructors’ questions and the book they taught differ in the proportions of lower- and higher- thinking level questions. The samp

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Kabysheva, M. O. "Bloom's taxonomy and critical thinking in teacher education." Bulletin of Kazakh National Women's Teacher Training University, no. 3 (October 2, 2023): 37–48. http://dx.doi.org/10.52512/2306-5079-2023-95-3-37-48.

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The article analyzes and compares Bloom's traditional and revised taxonomy, focusing on the cognitive domain and, in particular, on knowledge. A two–dimensional model of Bloom's revised taxonomy is proposed for consideration, since an interesting situation has developed in Kazakhstan education now - the hierarchy of cognitive skills is used from the classical taxonomy, while the concept of active verbs is already used from the revised one. We believe that it is necessary in this case to fully use the revised concept, and the article provides an example of a matrix for formulating educational g

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Ganasan, Marcia Jane, Nordin Abd Razak, and Marlina Jamal. "Malaysian high schoolers’ reading literacy performance: Trends and patterns across states." Indonesian Journal of Applied Linguistics 10, no. 1 (2020): 161–72. http://dx.doi.org/10.17509/ijal.v10i1.25031.

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Reading literacy is often understood as a basic skill, and it is gaining recognition as the most functional means to educational attainment and individual development. It not only sets a benchmark but also reveals students’ strengths and weaknesses through performance measurement. This paper attempts to investigate sixteen-year-olds’ reading literacy proficiency using a performance band system in reporting their ‘can’s and ‘cant’s in reading. It drew insights from the Text-Task Respondent Theory of Functional Literacy (White, 2011) and the Revised Bloom’s Taxonomy (Anderson Krathwohl, 2001), w

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Wiranata, Dwi, I. Wayan Widiana, and Gede Wira Bayu. "The Effectiveness of Learning Activities Based on Revised Bloom Taxonomy on Problem-Solving Ability." Indonesian Journal Of Educational Research and Review 4, no. 2 (2021): 289. http://dx.doi.org/10.23887/ijerr.v4i2.37370.

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The low problem-solving ability of students was due to the lack of student learning activities, so that learning activities were needed that can motivate students to learn and develop problem-solving skills. This study aimed to analyze the effectiveness of learning activities based on Revised Bloom's Taxonomy on problem-solving abilities. The type of research used was development research with a 4D model. The subjects of this study were four experts and 55 fourth-grade elementary school students. The object of this research was the effectiveness of Revised Bloom's Taxonomy-oriented learning ac

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Kildė, Laura. "The enhancement of self-directedness in the studies of English books for specific purposes: an analysis of ESP study books." Journal of Education Culture and Society 13, no. 1 (2022): 189–200. http://dx.doi.org/10.15503/jecs2022.1.189.200.

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Aim. It has been acknowledged by research that self-directedness proves to be fundamental in learning processes. Despite the fact that self-directedness is vital in the perspective of lifelong learning, there is an insufficient amount of known research that focuses on enhancing self-directedness in the studies of English for Specific Purposes (ESP). In order to expand the body of knowledge in this field, the aim of this work is to establish the types of tasks used in ESP study books which contribute to learners’ self-directedness. Methods. The study employs the methods of relevant literature a

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