Bloom's Taxonomy: Reforming Pedagogy through Assessment

Autor/inn/en	Chandio, Muhammad Tufail; Zafar, Nishat; Solangi, Ghulam Muhiuddin
Titel	Bloom's Taxonomy: Reforming Pedagogy through Assessment
Quelle	In: Journal of Education and Educational Development, 8 (2021) 1, S.109-140 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2310-0869
Schlagwörter	Taxonomy; Educational Change; Critical Thinking; Memorization; Rote Learning; Second Language Learning; Second Language Instruction; English (Second Language); Secondary School Students; Foreign Countries; Teaching Methods; Learning Processes; Summative Evaluation; Boards of Education; Grade 7; Formative Evaluation; Thinking Skills; India + Suchen Sie Ihr Suchwort? Taxonomie; Bildungsreform; Kritisches Denken; Gedächtnistraining; Mechanisches Lernen; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sekundarschüler; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausschuss; School year 07; 7. Schuljahr; Schuljahr 07; Denkfähigkeit; Indien
Abstract	The study analyses the scope and role of Bloom's Taxonomy (1956) in reforming teaching-learning practices in the classroom by employing a systematic balance of questions from both the lower and higher domains of learning in the summative assessment. Thus, this study analyses the annual question papers designed by the Boards of Intermediate and Secondary Education (BISE) Karachi, Hyderabad, Sukkur, and Mirpurkhas for the subject of English grade XII from the year 2014 to 2018. It employs Bloom's Taxonomy to analyze and categorize each item included in these annual question papers to ascertain the higher and lower domains of learning. At Sindh province level, it has been found that 74% of questions refer to the lower domains whereas only 26% are used for higher domains. Given the formative assessment practices, teachers and students remain focused only on the lower domains, but by altering the course, the pedagogical practices and teaching-learning process in Sindh province can remarkably be reformed and transformed from sheer memorization and rote-learning to critical thinking, solution-making, knowledge-building process, and analytical skills. (As Provided).
Anmerkungen	Institute of Business Management, Department of Education. Korangi Creek, Karachi-75190, Sindh, Pakistan. Tel: +92-21-111-002-004; Fax: +92-21-3509-0968; e-mail: education.journal@obm.edu.pk; Web site: https://journals.iobmresearch.com/index.php/JoEED/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01