Bloom's Cognitive Levels Research Articles

The effectiveness of the differentiated education strategy of Basic Grade Female students for acquiring the concepts

The aim of this research was to identify the effectiveness of the differentiated education strategy in providing eighth grade students with the foundation of concepts and developing their cognitive curiosity. To achieve the goal of the research, the researcher formulated four main hypotheses, and the researcher used the experimental method for the two equal groups, with the pre and posttest, which requires the presence of two groups, one experimental and the other a control group. The researcher randomly chose two divisions of four divisions to represent the research sample, which is Division (D) to represent the experimental group, and Division (A) to represent the control group, which included (66) female students distributed over the experimental group of (33) students, and the control group with ( 33) female students, and the researcher studied the experimental group according to the strategy (differentiated education), while the researcher studied the control group according to the traditional (ordinary) method. Its final form consisted of (50) paragraphs, of the type of objective tests (multiple choice) and its number was (47) paragraphs, while the essay tests were (3) paragraphs, and The researcher distributed the paragraphs according to Bloom's cognitive levels (remembering, understanding, application, analysis) and according to their percentage in the specification table. The coefficient of ease, difficulty, discriminatory strength of the paragraphs and the effectiveness of the wrong alternatives were extracted. The researcher also made sure of the validity and reliability of the test by using the Facrotbach coefficient and Crinbach’s alpha formula -20. . The value of the stability coefficient calculated by this equation was (0.89) for the test items. Among the most important findings of the researcher are the following: - There are statistically significant differences at the level of significance (a = 0.05) between the mean scores of the experimental group and the control group in the acquisition of historical concepts test, in favor of the experimental group. In light of the results that the researcher has reached, she recommends the necessity of activating the differentiated education strategy in the educational process.

Classification-driven intelligent system for automated evaluation of higher education exam paper quality

AbstractEvaluating the quality of university exam papers is crucial for universities seeking institutional and program accreditation. Currently, exam papers are assessed manually, a process that can be tedious, lengthy, and in some cases, inconsistent. This is often due to the focus on assessing only the formal specifications of exam papers. This study develops an intelligent system for the automatic evaluation of university exam papers in terms of form and content, ensuring adherence to quality standards. The system is composed of two subsystems: the first evaluates compliance with formal specifications, and the second analyzes the content. The content analysis involves automatically categorizing exam questions based on Bloom's cognitive levels (BCLs) and determining the representation ratio of these levels in the exam paper. This subsystem comprises four main modules: 1) question collection, 2) text pre-processing using natural language processing (NLP) methods, 3) feature engineering using the CountVectorizer method to convert questions into feature vectors, and 4) a classification module based on the Logistic Regression (LR) algorithm to categorize exam questions into categories like knowledge, comprehension, application, analysis, synthesis, and evaluation. Experimental results indicate that the system achieves an average accuracy of 98.5%.

Kualitas Soal Ujian Akhir Berstandar Nasional Mata Pelajaran Bahasa Arab Di MDTA

This research aims to evaluate the quality of Arabic language examination questions in the National Standardized Final Examination (Ujian Akhir Berstandar Nasional - UABN) at the Nurul Amal Madrasah Diniyah Takmiliyah Awaliyah (MDTA), Karawang, for the academic year 2022/2023. The evaluation involves aspects of validity, reliability, difficulty level, item discrimination, distractor effectiveness, and Bloom's Taxonomy cognitive level. The research method employs a quantitative approach with an ex post facto design. Data were obtained from the documentation of examination questions and answer sheets, as well as interviews with teachers and students. The participants comprised 14 fourth-grade students of MDTA, selected using a saturated sampling technique. Analysis was conducted using Microsoft Office Excel for validity and reliability, and Anbuso Ver.8 software for difficulty level, item discrimination, and distractor effectiveness. The validity analysis results showed that only 20% of the items were valid, highlighting the need for structural improvements in item formulation. The test reliability met the desired standard, with 8 valid items yielding higher reliability. The difficulty level exhibited variation, ranging from difficult to easy. Evaluation of students' and teachers' perceptions revealed differences in assessing the difficulty level of the questions. Item discrimination analysis identified items with good discrimination, but some were inadequate. The effectiveness of distractors in 67.5% of the items required revision due to unsatisfactory performance. This study contributes to understanding the quality of Arabic language examination questions at MDTA and offers improvement suggestions. HOTS and LOTS) indicate that 21 questions fall under the LOTS category, while 19 other questions fall under the HOTS category. The findings are expected to positively influence the development of Arabic language learning evaluations, especially at MDTA

Analysis of Evaluative Questions in the Life and Earth Sciences Textbook for Original Teaching Speciality (Grade 10) in Morocco according to Bloom's cognitive levels

This research aimed to analyze the evaluative questions included in the SVT textbook “Manhal Ouloum Al Hayat wa Al Ard” prescribed for the common core students, original teaching branche, through a study conducted in two phases. In the first, we conducted a questionnaire survey devoted to the (40) students about the use of the SVT textbook and its importance in the learning process, using a 17-item form; whereas, in the second we used a special card to analyze (91) evaluative questions included at the end of the first unit of the above-mentioned textbook in light of Bloom's classification of cognitive objectives (knowledge, comprehension, application, analysis, synthesis, evaluation). In finding, the student questioning showed that 80% of them consider that the textbook is an important and extensively used resource for learning either in class or as homework because it meets their learning needs. On the other hand, the analyzed evaluative questions focused on the lowest levels of the cognitive domain with percent of (84%) of the total questions distributed on the knowledge (53%), and comprehension (23%), and application (8%). While it showed weakness in the focus on the higher cognitive levels: the level of analysis got a percentage of questions ranged between (12.5%) ​​and (15.79%), and the percentage of questions related to the level of synthesis did not exceed 5.26%, and there were no levels of evaluation.

Analysis of Evaluative Questions in Eighth Grade Mathematics Textbook according to Bloom's Cognitive Domain Levels

Objectives: The study aims to analyze evaluative questions included in eighth grade mathematics textbook in Jordan.
 Methods: The researcher used a descriptive and analytical approach represented in content analysis. Evaluation items were built based on Bloom’s cognitive levels.
 Results: The results show that the rates of availability of Bloom's cognitive levels in the eighth grade book were as follows: (30.74%) for the level of recall, (38.97%) for the level of comprehension, (11.93%) for the level of application, (11.84%) for the level of analysis, (1.18%) for the synthesis level, and (5.33%) for the evaluation level. The percentage of evaluative questions that measure the lower levels is (69.71%), and the percentage of questions that measure the intermediate levels is (11.93%), while the percentage of questions that measure the higher levels is (18.36%).
 Conclusions: Based on the results above, the study recommends adding more evaluative questions that measure the levels of application, analysis, synthesis and evaluation to textbooks.

Clinical practice guidelines appraisal and utilisation by Pharm.D. students

Objective: To assess the appraisal and utilisation of clinical practice guidelines (CPGs) by pharmacy final-year students. Methods: Four CPGs of 2017 were appraised by pharmacy students using the AGREE-II instrument. The utilisation of CPGs by pharmacy students was assessed using a cross-sectional survey and results were analysed using the Wilcoxon Signed Ranks test. Results: Of the six AGREE-II domains for CPGs, two domains were mid to high (>90%), two domains 76% each, and the last two domains <60%. The utilisation of CPGs by pharmacy students as a reference in reports/presentations were high. Students felt that they are relatively better able in lower Bloom's cognitive levels (knowledge and comprehension) than the higher abilities of application, evaluation, and creation of clinical guidelines, (p-value 0.006). Conclusions: Among AGREE-II domains, lower scores for CPGs were in editorial independence and applicability. Evaluation of CPGs by students is a useful tool to comprehend differences in their quality. More CPGs-related training in higher Bloom's cognitive levels is required for the Pharm.D. students.

Analysis of Learning Outcomes and Evaluation Questions in the Computer Science Book for the Twelfth Grade for Academic and Professional Branches in Jordan according to Bloom's cognitive levels: تحليل نتاجات التعلم والأسئلة التقويمية في كتاب علوم الحاسوب للصف الثاني عشر للفروع الأكاديمية والمهنية في الأردن وفق مستويات بلوم المعرفية

This study aimed to Analysis the learning Outcomes and evaluation questions in the computer science book for the twelfth grade for academic and professional branches in Jordan according to Bloom's cognitive levels. The community and the sample consisted of the (64) outcomes, and (99) major questions, includes (219) sub- questions, where the objective and the sub- question was considered as a unit of analysis. The researcher adopted the intentional method in selecting the sample, and used the descriptive analytical approach to conduct the study, where he used a card to analyze the levels of cognitive goals according to the Bloom’s taxonomy. The searcher used percentages and the arithmetic mean of the statistical treatment, the results showed that the computer science textbook questions do not reflect the educational outcomes in light of bloom taxonomy. On the other hand the outcomes and the questions focused on the lowest thinking levels, where the educational outcomes came with (94%) distributed on the remembering (59%), and applying (28%), and understanding (6%). While the questions focus on the lowest thinking levels with percent of (98%) distributed on the remembering (46%), and applying (35%), and understanding (16%). While it showed weakness in the focus on the higher thinking levels, the level of (analyze) got (6%) for the educational outcomes, and (2%) for the questions, and there were no levels of synthesis and evaluation. The study recommended that the learning outcomes and evaluation questions should be distributed over all of the knowledge dimensions, especially higher thinking levels, and trains the writer of the questions in preparing and formulating the questions in a manner consistent with cognitive levels of Bloom's classification.

Structural Analysis of Factual, Conceptual, Procedural, and Metacognitive Knowledge in a Multidimensional Knowledge Network

Discovering the most suitable network structure of the learning domain represents one of the main challenges of knowledge delivery and acquisition. We propose a multidimensional knowledge network (MKN) consisting of three components: multilayer network and its two projections. Each network layer constitutes factual, conceptual, procedural, or metacognitive knowledge within the domain of databases as a standard course of computer science study. In the MKN layer, nodes are concepts or knowledge units and the edges are weighted with regard to Bloom's cognitive learning level. The projected network layers are contrasted with a monolayer network by comparing characterizations of the centrality measures: degree centrality, closeness centrality, betweenness centrality, and eccentricity. The study revealed indications of how concepts, supported with the higher number of previously introduced concepts, have a dominant role in knowledge acquisition, from a view of knowledge structure and content. The analysis of communities, assortativity coefficient, and overlap between MKN layers contributes to better structuring of knowledge. MKN enables systematic insights into the efficiency of knowledge integration across metacognitive layers, as well as the detection of crucial cognitive concepts that reduce/increase the cognitive load during learning.

Techniques for Writing Learning Objectives in Teaching Chemistry in High School

Determining the learning objectives clearly is to show the teacher's responsibility and commitment to the learners according to the published subject program. On the basis of specific goals, teachers easily design lessons to help students develop the necessary competencies. Based on Bloom's cognitive levels, we have proposed verbs as well as learning objective writing forms for teachers to refer to. From that applying for the specific lesson plan “Alcohol” belongs to high school chemistry program in Vietnam including: (1) objectives, (2) plan of teaching, (3) worked examples and (4) homework. The results of analyzing pedagogical experimental data on high school students show that designing teachers' teaching goals has a great influence on deciding the success of the lesson. Comparison before and after the impact of designing goals on learning outcomes of learners shows the feasibility of the study.

Students’ Cognitive and Attitude of Secondary School in Learning Global Warming using Student Team Achievement Division (STAD) based on Gender

This study was intended to investigate students’ cognitive and attitude of secondary school in learning global warming using Student Team Achievement Division (STAD) based on gender. This study was conducted at one of bilingual boarding school in Bandung. This study uses the quasi-experimental method with matching pretest-posttest comparison group design while the number of subject in the girl class is 15 (N=15) and in the boy class is 15 (N=15). Data was gained through a cognitive test which measured by Bloom's taxonomy cognitive level (C1-C6), a questionnaire which measured by Test of Science Related Attitude (TOSRA). The result shows that student who learns global warming using STAD has an improvement on their cognitive score, especially in the girl class. Meanwhile, girl class has higher students’ attitude result in three scales of TOSRA that are; attitude to scientific inquiry, adoption of a scientific attitude, and enjoyment of science lessons. Along with the students’ cognitive result, girl class also has a better science-related attitude than the boy class. Thus, it can be concluded that there is a significant difference between students’ cognitive and attitude at the girl and boy class in learning global warming using STAD.

Applying venn diagram to present bloom’s cognitive level of students of a physics learning about light refraction using developed independent lab work module and PhET simulation “bending light”

Evaluation shows the effectiveness of teaching and learning of a class. Mostly teachers provide evaluation in low cognitive level so students are able to achieve the minimum passing grade. Whereas a good evaluation should use Bloom’s Taxonomy as a basis for classifying student’s cognitive level. It leads teacher to provide a learning that facilitates student’s achievement of high cognitive level, including using independent lab work module. Teachers also typically provide a global report evaluation, i.e. providing the final score only, without presenting the distribution of students’ cognitive level. For this purpose, Venn Diagram is used to show the distribution of students’ cognitive level based on Bloom Taxonomy. This research aimed to present the distribution of students’ Bloom cognitive level using Venn Diagram and to investigate whether the development of independent lab work module about light refraction using PhET simulation “Bending Light“ can make students achieve the cognitive levels of knowing, understanding, applying, and analyzing. The obtained data was analyzed using qualitative descriptive method. The respondents were 17 freshmen of Physics Education and Physics Students of UKSW Batch 2016. The post-test showed that all students achieved higher cognitive levels. Thus, the developed independent lab work module was able to improve students’ cognitive level. Venn Diagram could also simplify the presentation of the distribution of students’ Bloom cognitive level for teachers.

The Effect of Using Educational Enfrography on the Achievement of English Grammar for First Grade Students in Riyadh City: أثر استخدام الانفوجرافيك التعليمي على تحصيل قواعد اللغة الإنجليزية لدى طالبات الصف الأول المتوسط بمدينة الرياض

The aim of this study was to investigate the effect of the use of educational infographic on the achievement of English grammar in the first grade students in Riyadh. The experimental method was used with semi-experimental design. The study sample consisted of (41) students, of whom 21 were in the experimental group; the English grammar was studied using the educational infographic, and 20 students in the control group studied the English grammar using the method The study tool consisted of a cognitive test that measured Bloom's cognitive levels: remembering, understanding, applying, analyzing, and synthesizing. The study found the following results:- There is a positive effect on the achievement of the English grammar of the first grade students in the following levels: (recall, understanding, application, analysis, composition). (12,23), while the control group obtained a total mean (8,45), and D was statistically significant (0.05 α).- In the light of the results of the study, the researcher presented a number of recommendations and suggestions for activating the use of infographic in general education schools in the Kingdom of Saudi Arabia

Effectiveness of longitudinal faculty development programs on MCQs items writing skills: A follow-up study.

This study examines the long-term impact of the faculty development programs on the multiple choice question (MCQ) items’ quality leading to study its effect on the students’ overall competency level during their yearly academic assessment. A series of longitudinal highly constructed faculty development workshops were conducted to improve the quality of the MCQs items writing skills. A total of 2207 MCQs were constructed by 58 participants for the assessment of 882 students’ cognitive competency level during the academic years 2012–2015. The MCQs were analyzed for the difficulty index (P-value), discriminating index (DI), presence/absence of item writing flaws (IWFs), and non-functioning distractors (NFDs), Bloom’s taxonomy cognitive levels, test reliability, and the rate of students’ scoring. Significant improvement in the difficulty index and DI were noticed during each successive academic year. Easy and poor discriminating questions, NFDs and IWFs were decreased significantly, whereas distractor efficiency (DE) mean score and high cognitive level (K2) questions were increased substantially during the each successive academic year. Improved MCQs’ quality leaded to increased competency level of the borderline students. Overall, the longitudinal faculty development workshops help in improving the quality of the MCQs items writing skills of the faculty that leads to students’ high competency levels.

Swarm intelligence-based approach for educational data classification

This paper explores the effectiveness of Particle Swarm Classification (PSC) for a classification task in the field of educational data mining. More specifically, it proposes PSC to design a classification model capable of classifying questions into the six cognitive levels of Bloom's taxonomy. To this end, this paper proposes a novel specialized initialization mechanism based on Rocchio Algorithm (RA) to mitigate the adverse effects of the curse of dimensionality on the PSC performance. Furthermore, in the design of the RA-based PSC model of questions classification, several feature selection approaches are investigated. In doing so, a dataset of teachers' classroom questions was collected, annotated manually with Bloom's cognitive levels, and transformed into a vector space representation. Using this dataset, several experiments are conducted, and the results show a poor performance of the standard PSC due to the curse of dimensionality. However, when the proposed RA-based initialization mechanism is used, a significant improvement in the average performance, from 0.243 to 0.663, is obtained. In addition, the results indicate that the feature selection approaches play a role in the performance of the RA-based PSC (average performance ranges from 0.535 to 0.708). Finally, a comparison between the performance of RA-based PSC (average performance=0.663) and seven machine learning approaches (best average performance=0.646) confirms the effectiveness of the proposed RA-based PSC approach.

Rocchio algorithm-based particle initialization mechanism for effective PSO classification of high dimensional data

In recent years, there has been a growing interest in applying Particle Swarm Optimization (PSO) to data classification. Nonetheless, due to the curse of dimensionality, the effectiveness of the PSO applied to high dimensional data classification becomes questionable. This paper proposes a novel specialized PSO initialization mechanism, developed specifically for PSO applications to high dimensional data classification. The proposed initialization mechanism is inspired by the center-based sampling theory, which argues that the center of the search space is a promising region for the initialization step in evolutionary algorithms. Furthermore, the proposed initialization mechanism is based on an information retrieval algorithm called Rocchio Algorithm (RA); that identifies the center region of the search space of data classification. To validate the proposed mechanism, RA-based PSO has been applied to a high dimensional classification task in educational data mining. More specifically, RA-based PSO has been applied to classify a dataset of teachers' classroom questions into Bloom's taxonomy cognitive levels. To do so, a dataset of teachers' classroom questions has been collected and annotated manually with Bloom's taxonomy cognitive levels. Pre-processing steps have been applied to convert questions into a representation suitable for classification. Using this dataset, the standard PSO, PSO with generic initialization mechanisms, and RA-based PSO have been experimented and compared. The results show a poor performance of the standard PSO and the PSO with the generic initialization mechanisms, as well as a significant improvement in the performance of RA-based PSO. These results indicate that a proper task-specific PSO initialization mechanism is crucial for effective PSO performance in high dimensional data classification. Furthermore, a comparison between RA-based PSO and pure RA classification provide a quantitative estimation of the role of initialization mechanism and PSO search for the classification of the dataset. On the other hand, the comparison between RA-based PSO approach and three conventional machine learning approaches, experimented on the same dataset confirms the effectiveness of RA-based PSO for high dimensional data classification. Moreover, the comparison between RA-based PSO approach and machine learning approaches, in terms of computational time efficiency, shows that they are comparable in classification time. However, as the learning of PSO is a time-consuming process, its effectiveness is significantly affected if the learning time is a matter.

Étude Évaluative D’examen Normalisé De Sciences De La Vie Et De La Terre Au Cycle Secondaire Collegial

Generally an exam, a performance test or a test to be used for summative or evaluation purposes must be prepared according to a definite plan. The present paper aimed at analyzing and evaluating the certificate exam, the study also revealed the questions representation of Bloom's cognitive levels. This article presents also the statistical and psychometric indices that characterize each of the questions (26 items) that make up a certification exam of the Sciences of Life and Earth in a Moroccan high school in Meknes. Indeed, two hundred test copies have been analyzed using the SPSS and Anitem software. The average of goals achieved in activities of knowledge, analysis, understanding and evaluation is 61%, 52%, 37.5%, 58% respectively, but it is only 19% for "application" activity. The success rate in open questions items is only 38.5% against 61.5% for Multiple Choice Questions (MSQ) and closed questions. The internal homogeneity coefficient is greater than 0.8 (α = 0.84), which means that the homogeneity of the instrument has been considered satisfactory. According to the index of difficulty out of the 26 items, two are extremely inferior (P> 0.8), while two others are extremely superior (P <0.2). According to the index of discrimination eleven items meet the conditions of validity, three are not discriminating and twelve should be reviewed. The correlation between the success rate in these items and their difficulty index is high (R = 0.98). In light of the findings, we recommended the necessity of having measurement and evaluation experts in writing questions of exams and we highly recommend the necessity of continuous training of teachers in the field of assessment and evaluation.

Using Innovative Pedagogies in the Classroom

It can be difficult to interest students in academic topics if they have no prior exposure to or experience of the subject. The authors introduce and discuss a pedagogic innovation designed to trigger interest in entrepreneurship and ‘enterprise culture’. They use fiction in the form of Gothic context and the vampire motif to move the student through Bloom's cognitive levels of learning. The vampire is a mythic creature spawned from the deepest recesses of folkloric imagination. The entrepreneur might be seen in a similar light. The authors therefore explore these ‘Byronic heroes’ and vampirism as heuristic devices to help re-story and better understand entrepreneurial processes and narratives. They demonstrate that there are elements of enterprise discourse in contemporary narratives and images of vampires. The analysis is based on observations of the late 1990s early 2000s teenage television serial ‘Buffy the Vampire Slayer’, which retains its popular and academic cult status. Through the identification of the familiar (vampires and Buffy) as examples of the entrepreneurial construct, the unfamiliar (the construct of entrepreneurship) is made more accessible because both students and faculty approach it from a shared understanding rather than from a position of inequality. Themes of morphology and transformation emerge, but the paper's main contribution lies in its account of a novel way of teaching entrepreneurship to a new generation of students. It offers insights into making entrepreneurship more interesting for students and so into developing an entrepreneurial mindset. At the same time, the process allows for discussion of how the student has become aware of the concepts of entrepreneurship, thus facilitating knowledge in a non-threatening way.

Faculty development programs improve the quality of Multiple Choice Questions items' writing.

The aim of this study was to assess the utility of long term faculty development programs (FDPs) in order to improve the quality of multiple choice questions (MCQs) items' writing. This was a quasi-experimental study, conducted with newly joined faculty members. The MCQ items were analyzed for difficulty index, discriminating index, reliability, Bloom's cognitive levels, item writing flaws (IWFs) and MCQs' nonfunctioning distractors (NFDs) based test courses of respiratory, cardiovascular and renal blocks. Significant improvement was found in the difficulty index values of pre- to post-training (p = 0.003). MCQs with moderate difficulty and higher discrimination were found to be more in the post-training tests in all three courses. Easy questions were decreased from 36.7 to 22.5%. Significant improvement was also reported in the discriminating indices from 92.1 to 95.4% after training (p = 0.132). More number of higher cognitive level of Bloom's taxonomy was reported in the post-training test items (p<0.0001). Also, NFDs and IWFs were reported less in the post-training items (p<0.02). The MCQs written by the faculties without participating in FDPs are usually of low quality. This study suggests that newly joined faculties need active participation in FDPs as these programs are supportive in improving the quality of MCQs' items writing.

Comparison of financial literacy between Korean and U.S. high school students

This study looks into the financial literacy between Korean and U.S. high school students. The mean scores for Korean students fell between those for U.S. students with and without FFFL, but much closer to those with FFFL. Korean students tended to be stronger in such contents as “earning income.” A comparison of financial literacy based on the Bloom's cognitive level indicates that Korean students showed relatively strong financial literacy at the cognitive level of knowledge, but weak financial literacy at higher cognitive levels of comprehension and application.

Applying machine learning to analyse teachers' instructional questions

This paper introduces machine learning approaches to a new application in the field of education. More specifically, it explores the effectiveness of three machine learning approaches, namely, k-nearest neighbours, naive Bayes, and support vector machines with term frequency as term selection approach, on the task of evaluating teaching effectiveness by classifying teachers' classroom questions into different cognitive levels identified in Bloom's taxonomy. In doing so, a dataset of questions has been collected and annotated manually with Bloom's cognitive levels. Several steps of pre-processing have been applied to convert these questions into a representation suitable for machine learning approaches. Using the dataset, the performance of the machine learning approaches and the traditional rule-based approach have been evaluated. The obtained results lead to several conclusions: First, machine learning approaches have a superior performance over rule-based approach. Second, the term frequency as a term selection approach plays a crucial rule in the performance of machine learning approaches. Third, SVM shows a superior performance over k-nearest neighbour and naive Bayes which shows a comparable performance in term of F-measure and accuracy. Finally, machine learning approaches show different levels of sensitivity to the number of terms used in question representation.