Literaturnachweis - Detailanzeige
| Autor/in | Anees, Sehar |
|---|---|
| Titel | Analysis of Assessment Levels of Students' Learning According to Cognitive Domain of Bloom's Taxonomy |
| Quelle | (2017), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Student Evaluation; Learning Processes; Taxonomy; Writing Evaluation; Evaluation Criteria; College Students; Synthesis; Comprehension; Knowledge Level; Evaluative Thinking; Foreign Countries; Tests; Pakistan |
| Abstract | In Bloom's Taxonomy, cognitive domain is one of the three domains that were established by Benjamin Bloom in 1956. This domain was intended to verify a student's cognitive excellence during written assessment. The purpose of the study was to analyze the assessment levels of students' learning according to cognitive domain of Blooms' Taxonomy. The study measured the cognitive levels of questions that teachers asked in examinations to evaluate students' learning. Question papers of all teachers were collected to analyze the cognitive levels. The results showed that there are several teaching methodologies used to teach the students but the examinations were limited to the lower level of learning. Most of the teachers had no information about Bloom's Taxonomy. Results of the question paper analysis revealed that most of the questions were on lower level (knowledge, comprehension and application); only few questions were on higher level (analysis, synthesis, and evaluation). The results revealed that there were more focused on lower levels of learning while asking questions. There was less implementation of higher level of questions. In crux, the best ranked university should provide the good questions' criteria, and there should be focused to improve the student-teacher interaction which is the main cause of lack of higher level of learning in students. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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