Teacher Awareness and Adoption of Bloom’s Taxonomy in Higher Education Institutions in Bhutan: A Case Study of Gedu College of Business Studies

Abstract

Aims: The purpose of this study is to identify the teacher’s awareness and adoption of bloom’s taxonomy in-class assessment (examination) by teachers of Gedu College of Business Studies (GCBS), Bhutan.
 Study design: The descriptive and content analysis was applied.
 Place and Duration of Study: Teaching faculty of GCBS and exam question paper for the year June 2020 was studied. The study was conducted between June 2019 and December 2020.
 Methodology: The census survey was done with 63 teachers of which 48 responded (38 men, 10 women). The teachers’ awareness of Bloom’s taxonomy was assessed in terms of knowledge and information received on bloom’s taxonomy, and the exam question paper was analyzed to comprehend, how adequately teachers have adopted bloom’s taxonomy in the assessment of the student.
 Results: Results revealed that all the GCBS teachers are aware of the concepts and the majority think that their understanding of the concepts is good and above (79.2%). Though teachers are aware and familiar with bloom’s taxonomy concepts, those concepts were not used accordingly in preparation for the exam paper. The overall marks distributed in six levels of Bloom's taxonomy show that exam paper questions are slightly skewed to the lower level of Bloom's taxonomy.
 Conclusion: Without a careful mapping of questions according to Bloom's taxonomy, the examination will not yield the desirable objective of the module.