Bloom's Taxonomy Research Articles

Question Paper Generation using Bloom’s Taxonomy

The "Question Paper Generator using Bloom's Taxonomy" is a high-tech, AI-based tool designed to make the generation of varied and well-balanced assessments easier for instructors. A wide variety of input sources, including syllabus documents, banks of questions, and even historical exams, are analysed and classified by NLP and machine learning into Bloom's Taxonomy cognitive levels: Remember, Understand, Apply, Analyse, Evaluate, and Create. The AI model is actually placed in an intuitive web application with which application with which educators can readily update such parameters as total marks, question difficulty, and the distribution of cognitive levels. This tool provides a logical interface where users can create assessments centered on standards for education and elicit thinking at different cognitive dimensions. Additionally, the web application feeds back a graphic report that plots through Bloom's Taxonomy in such a way that cognitive distribution is just and transparent. With the infusion of AI in a web- based setting, the tool brings forth practical and accessible solutions for educators in automating question papers creation to enrich their assessments. This application, therefore, holds best practices in instructional design through efficiency and scalability in the approach towards educational evaluation.

Social media quality in undergraduate medical education: A reconceptualisation and taxonomy.

Social Media (SoMe) as a learning tool, though ubiquitous in society and popular within medical education, is often criticised as superficial. Its limitless output has been blamed for encouraging shorter attention spans and shirking in-depth reflection. The evidence base is itself superficial and lacking rigour or meaning. We aimed to consider a theoretical basis for how 'quality' learning may happen on such platforms. Our findings then informed the construction of a taxonomy for SoMe learning. We conducted a qualitative interview study of United Kingdom (UK) medical students using a theory-informed inductive study design. The research question was: 'How do medical students conceptualise quality of learning on social media?'. We purposively sampled participants from responses to a short survey collecting demographic and SoMe usage data. Interview data were analysed using framework analysis and informed by Blooms taxonomy, connectivism and communities of practice (CoP) theories. We received survey responses from 118 medical students across 25 UK medical schools. From these, 13 participants were recruited to individual semi-structured interviews. We constructed three themes through framework analysis of interview data: cognitive hacking, professional identity reflection and safety, control and capital. Quality SoMe learning may be conceptualised as a socially connected process, built upon constantly evolving networks but inexorably influenced by fluctuating hierarchy within learner-centric CoP. Educators and institutions may support high-quality learning for students through engagement which promotes community development, and safe, listening environments which foster professional identity formation.

Teachers' Attitudes Towards Self-Efficacy in the Compilation of Tests According to Bloom's Taxonomy Framework

This research aims to present the relationships between teachers' self-efficacy and their performance in mastering the skill of compilation of the tests according to Bloom's Taxonomy Framework. To realize this research, we have relied on numerous studies, and 100 teachers in different levels of pre-university education in Kosovo are a part of this research. Various types of research show that high self-efficacy is closely related to the use of new strategies in teaching and the teacher’s professional training. Therefore, the achievements of students in gaining knowledge cannot be missing. Teachers who possess a high degree of self-efficacy are more capable of adapting to pedagogical changes and the demands of the time, therefore it is of great importance to study the degree of self-efficacy of teachers as a primary result in encouraging learning. This research also presents the importance of various trainings and professional support to teachers to increase the sense of self-efficacy in their work. By analyzing the factors that influence teachers' self-efficacy, such as institutional support, work experience, and professional training, this research also offers practical recommendations for policymakers and school leaders to improve the quality of teaching. Received: 19 August 2024 / Accepted: 26 October 2024 / Published: 05 November 2024

How to Begin a Successful Study Abroad Course

As employers seek to build a comprehensive work environment and prioritize not only subject matter discipline knowledge and its relevant application, they also desire to hire students with a wider breath of skills. These skills include considerable “soft- or people-skills”, now being referred to as “career- or world-readiness skills. Employers certainly value and assess a students’ knowledge base, but in addition successful employers want employees to demonstrate the ability to “apply relevant information to assist others in solving challenges and being more productive”. Study abroad experiences provide an excellent opportunity for students to develop these skills. In preparation for a study abroad course just as with any course, the instructors must apply critical curriculum design components to this experience if it is to be meaningful. Careful attention must be paid to the expected learning outcomes using Bloom's Taxonomy verbs and background design to select content, preparation needed, relevant assignments/activities and assessments. It is also critical to establish trusted on-the-ground collaborators to ensure the experiences can be planned and executed in a well -organized and intentionally educational manner.

Analysis of Students' Questioning Skills During Discovery Learning: A Descriptive Study Based on The Revised Bloom's Taxonomy Framework

The problem in this study is the lack of questioning skills based on cognitive process dimensions and knowledge dimensions. This research aims to analyze questioning skills through students' written work using the revised Bloom's Taxonomy framework, specifically the cognitive process and knowledge dimensions. The participants were 32 students (15 males and 17 females) from class XI MIPA 3 at a high school in Bandung. This descriptive study employed documentation analysis using Google Forms for individual questions and worksheets for group questions. The results depict students' cognitive processes at the levels of remembering, understanding, applying, analyzing, evaluating, and creating as 18.25%, 47.44%, 9.49%, 18.25%, 2.92%, and 3.65%, respectively. In terms of knowledge dimensions, the percentages for factual, conceptual, procedural, and metacognitive knowledge were 24.82%, 72.99%, 2.19%, and 0%, respectively. It can be concluded that questioning based on cognitive processes is distributed across all levels from remembering to creating, while questions based on knowledge dimensions are predominantly conceptual.

Extensiveness of Teachers' Competence in Using Table of Specifications in Constructing Formative Assessment Test Items in Public Secondary Schools in Hanang District, Tanzania

The study examined teachers' competence in using tables of specifications in constructing formative assessment items in public secondary schools in Hanang district, Tanzania. Using Bloom's Taxonomy, a mixed-methods approach was employed, with 119 participants selected from 712 individuals, including teachers, heads of schools, academic masters/mistresses, and district school quality assurers. The study used questionnaires, interview guides, interview schedules and document analysis guides for data collection. Research experts assessed content and face validity for quantitative instruments, while qualitative instruments were validated through peer debriefing and triangulation. Data was presented in tables and analyzed using descriptive statistics and thematic analysis. The study revealed that public secondary school teachers vary in their competence of using the table of specifications when designing formative assessment test items. Moderately proficient teachers adhere to all procedures, while others struggle with determining question numbers and distribution. Based on the findings, the study concluded that teachers who are teaching students in public secondary schools were inadequately utilizing the table of specifications when designing formative assessment test items in public secondary schools. The study suggests that the government should prioritize professional development training to improve teachers' competencies in setting formative assessment test items, enhancing student learning outcomes.

Interactive Audio-Visual Learning Media Through Articulate Storylines Containing Problem-Based Contextual Learning to Improve Students' HOTS and Scientific Attitudes

This study examines the development of interactive audio-visual learning media using Articulate Storylines with problem-based contextual learning to improve students' higher-order thinking skills (HOTS) and scientific attitudes. Integrating Problem-Based Learning (PBL) with audio-visual media aims to address the challenges of modern education by encouraging critical thinking skills, creativity, and problem-solving in real-world contexts. The media design includes a login interface, learning materials on fluid dynamics, interactive quizzes, and evaluations. This study evaluates students' practicality, effectiveness, and scientific attitudes after using this media, with results showing moderate to high increases in HOTS. Validation tests show that this media is well-structured, engaging, and supports active learning, although the interactivity aspect can still be improved. N-Gain analysis shows that students improve their critical and analytical thinking skills per Bloom's Taxonomy and constructivist theory. These results indicate the potential of this media to enhance student learning outcomes.

Identifying factors associated with instructor implementation of three-dimensional assessment in undergraduate biology courses.

Recent national calls to transform undergraduate science education have centered on engaging students in scientific practices as a means to help them develop deeper insights into science. The three-dimensional framework for science education encapsulates the goals of these national calls by recommending that instructors integrate scientific practices, crosscutting concepts, and disciplinary core ideas throughout their courses. Prior research has found that introductory undergraduate biology exams contain few three-dimensional items suggesting that instructors likely face barriers in meeting the goals of national calls. To better understand these putative challenges, we explored factors potentially associated with three-dimensional alignment. Our generalized linear mixed model indicated that instructors who used three-dimensional items on their exams were more likely to use Bloom's Taxonomy when designing their exams and were more likely to write these items using a constructed-response format. We also found that professional development opportunities did not necessarily change the likelihood an instructor would employ three-dimensional items. We previously identified that few items in our sample fully aligned to scientific practices, making scientific practices the limiting dimension for three-dimensional alignment. Our subsequent analysis here revealed that most biology instructors had exam items that were at least partially aligned to scientific practices. Based on our results, we highlight the significant time and resources that instructors likely need to write and grade constructed-response assessments, suggest that instructors build on items that are mostly aligned to scientific practices to increase their three-dimensional alignment, and propose ways that professional development programs and communities might further support instructors in meeting national calls.

2022 개정 특수교육 기본 교육과정 수학과 성취기준 분석: Bloom의 신교육목표분류학에 기초하여

Objectives This study aims to provide implications for the achievement standards of the basic curriculum for mathematics in the 2022 Revised Special Education Basic Curriculum by analyzing them based on Bloom's revised taxonomy of educational objectives. Methods To this end, a total of 182 mathematics achievement standards of the revised 2022 special education basic curriculum were analyzed for five grade groups and five mathematics areas based on Bloom's new taxonomy of educational objectives. Results First, the achievement standards for each grade were analyzed. As a result, among Bloom's knowledge dimensions in all grade groups, ‘factual knowledge’ was the highest with 104 (57.1%), and among the cognitive process dimensions, ‘Understanding’ was the highest with 89 (48.9%). A binary classification analysis of knowledge and cognitive process levels, the achievement standards for remembering factual knowledge were found in 55 achievement standards(30.2%). There were no achievement standards for ‘Meta-cognitive knowledge’, ‘Evaluation’, and ‘Create’. Second, as a result of analyzing the achievement standards by mathematics area, ‘Factual knowledge’ was the highest in the knowledge dimension with 45 achievement standards (48.9%) for numbers and operations, 28 (87.5%) for shapes, and 24 (92.2%) for measurement. ‘Conceptual knowledge’ was the highest with 12 (70.5%) in the regularity area and 9 (60%) in the data and probability area. In the cognitive process, ‘Remember’ was the highest with 29 (31.5%) in the number and calculation areas and 18 (56.3%) in the measurement areas was the highest with 17 achievement standards (65.3%), the regularity area with 7 achievement standards (41.1%), and the data and probability area with 9 achievement standards(60.0%). There were no achievement standards for ‘Meta-cognitive knowledge’, ‘Evaluation’, and ‘Create’. Conclusions Based on the results of this study, implications for the development of mathematics achievement standards of the basic curriculum for special education and suggestions for future research were made.

Automatic generation of physics items with Large Language Models (LLMs)

High-quality items are essential for producing reliable and valid assessments, offering valuable insights for decision-making processes. As the demand for items with strong psychometric properties increases for both summative and formative assessments, automatic item generation (AIG) has gained prominence. Research highlights the potential of large language models (LLMs) in the AIG process, noting the positive impact of generative AI tools like ChatGPT on educational assessments, recognized for their ability to generate various item types across different languages and subjects. This study fills a research gap by exploring how AI-generated items in secondary/high school physics aligned with educational taxonomy. It utilizes Bloom's taxonomy, a well-known framework for designing and categorizing assessment items across various cognitive levels, from low to high. It focuses on a preliminary assessment of LLMs ability to generate physics items that match the Bloom’s taxonomy application level. Two leading LLMs, ChatGPT (GPT-4) and Gemini, were chosen for their strong performance in creating high-quality educational content. The research utilized various prompts to generate items at different cognitive levels based on Bloom's taxonomy. These items were assessed using multiple criteria: clarity, accuracy, absence of misleading content, appropriate complexity, correct language use, alignment with the intended level of Bloom's taxonomy, solvability, and assurance of a single correct answer. The findings indicated that both ChatGPT and Gemini were skilled at generating physics assessment items, though their effectiveness varied based on the prompting methods used. Instructional prompts, particularly, resulted in excellent outputs from both models, producing items that were clear, precise, and consistently aligned with the Application level of Bloom's taxonomy.

Assessment Of Textbook Published By Ministry of Religion Republic Indonesia: HOTS, MOTS, or LOTS?

This study aims to analyze the assessment of Arabic language skills and linguistic elements in the book published by the Minister of Religion in 2020 for mapping assessments based on HOTS, MOTS, or LOTS. The research method used is descriptive qualitative based on content analysis techniques on assessment items listed in class X Madrasah Aliyah textbooks. Data was obtained through written sources, namely textbooks, as many as 392 assessment items, and other secondary sources, such as papers, articles, and books. The results of this study show that the percentage of assessments in the class X Arabic textbooks issued by the Decree of the Minister of Religion (KMA) of the Republic of Indonesia in 2020 leads to the following competencies: as much as 35% of the assessment items fall into the C2 category (understanding); 54% in category C3 (apply); and 9% fall into category C4 (analyze). The research findings identify that the form of assessment in the Arabic language textbook for class X KMA 2020 leads to the middle-order thinking skills level (MOTS), which is more dominant at the C3 (applying) level. The researchers recommend further research to develop Arabic teaching materials that lead to higher-order thinking skills (HOTS) through Bloom's Taxonomy framework.

HANDS-ON FLUIDIZED BED CLASSROOM IMPLEMENTATION AND ASSESSMENT

In this study we examined the first-time use of a miniaturized fluidized bed module in a chemical engineering classroom. Learning activities were developed to foster learning at the higher levels of Bloom's taxonomy and within the ICAP framework to provide interactive, constructive, and active engagement to promote a deeper understanding of concepts. A hands-on activity facilitated by a desktop-scale fluidized bed and reinforcing printed worksheet materials was deployed within a 50-min class to encourage student engagement. Results from module performance tests compare well to predictions based on theoretical models suggesting this tool can effectively demonstrate fundamental concepts related to pressure loss in a packed bed, minimum fluidization velocity, constant pressure drop in a fluidized bed, bed expansion and repacking below a top screen. Pre- and Posttests 1 and 2 show student learning was significantly improved after pre-homework and the hands-on activity compared to the learning after the lecture alone. Student responses to two open-ended questions on Pre- and Posttests 1 and 2 allowed us to identify persisting student misconceptions about packed and fluidized beds. Suggestions for future work to repair these misconceptions are included in this study. Tweetable AbstractA hands-on fluidized bed learning tool enabling visualization of packed and fluidized beds in a chemical engineering classroom, and associated impacts on conceptual learning and student engagement.

THE ENHANCEMENT OF CRITICAL THINKING SKILLS THROUGH THE IMPLEMENTATION OF ACADEMIC WRITING IN ENGLISH LESSONS

The article delves into the significance of higher-order thinking skills in the context of academic writing, exploring various methodologies aimed at enhancing students' competencies in this area. It emphasizes the role of critical thinking, which is a key component of interdisciplinary knowledge as per Bloom's taxonomy strategy, encompassing the stages of remembering, understanding, applying, analyzing, evaluating, and creating. The study's main purpose is to analyze the effectiveness of the implementation of academic writing in the development of student's critical thinking skills. Accordingly, the research seeks to investigate and nurture students' critical thinking skills through academic writing. It demonstrates that students can effectively acquire critical thinking skills through specially structured educational activities in a phased learning approach. The study utilized a mixed-method design, collecting data through observation, written documents, and online surveys. The data obtained from these sources were then analyzed both quantitatively and qualitatively. The findings of the research reveal various stages of teaching critical thinking, facilitated by the instructor's efforts to actively engage students in the learning process. Based on the results of theoretical and expert analysis, the quantitative and qualitative data were compared and illustrated positive growth in learners’ academic writing skills. The processed-based approach was determined as a means of successful learning methodology in the development of higher-order thinking skills. The study also highlights the importance of well-designed writing assignments and group activities in encouraging students to revisit concepts, critically evaluate assumptions, and make substantial revisions to their written work.

EVALUASI PEMBELAJARAN TEMATIK DALAM MEMBENTUK PROFIL PELAJAR PANCASILA PADA MADRASAH IBTIDAIYAH DI KABUPATEN SINTANG

The aim of this study is to describe thematic learning in forming the Pancasila Student Profile by knowing the planning, implementation and knowing the learning assessment tools in forming the Pancasila Student Profile. This study uses an illuminative evaluation model, with data sources coming from four Elementary Madrasah in Sintang Regency. The data were qualitative data collected through observation, interview, and documentation techniques. Triangulation of techniques and sources is used to ensure the validity of the data. The results of the analysis of learning carried out at class IV in four (4) Elementary Madrasah in Sintang Regency in forming the Pancasila Student Profile found 1) Each Madrasah has a learning planning formulation consisting of a syllabus document and a Learning Implementation Plan. The syllabus document adopts the formulation issued by the Education and Culture Office or downloaded via the internet; 2) The learning implementation process at Madrasah Ibtidaiyah in Sintang Regency is carried out based on the characteristics of each Madrasah while still adhering to the syllabus. Some Madrasah use Dhuha prayer as an opening activity, some use Tahfidz activities as routine activities in the morning. The implementation of the three stages in learning in general is carried out well; 3). The critical reasoning aspect according to Bloom's taxonomy theory has not been reflected in the learning assessment tools which are prepared or used by teachers.

Strategi Guru PAI dalam Mengembangkan Keterampilan, Kreatif dan Inovatif Siswa SMP Negeri 1 Langkat

This study aims to analyze the learning strategies of Islamic Religious Education (PAI) applied by teachers in improving student creativity and competence at SMP Negeri 1 Langkat, North Sumatra. The research method used was qualitative, with data collection methods through observation, interviews, and documentation. Observation was conducted to identify the interaction and application of learning strategies by PAI teachers, while in-depth interviews with teachers and students provided information related to the effectiveness of the method. The results showed that 1) Teachers' creativity in combining learning methods, such as discussions, projects, and the use of technological media, was able to create an interesting and interactive learning atmosphere, which had a positive impact on students' understanding of the teaching materials. 2) Improved facilities and infrastructure as well as curriculum adjustments also support the effectiveness of learning, so that students are more motivated to actively participate in the learning process. PAI teachers not only convey religious concepts, but also equip students with balanced cognitive, affective, and psychomotor abilities, in accordance with Bloom's taxonomy theory. This study concludes that innovation in learning methods and adequate facility support are key in improving students' learning skills and interest.

Leading the way: implementing aged care innovations.

The objective of this study was to identify the key characteristics of leaders that support the implementation of innovations in aged care settings. We conducted a secondary analysis of papers from a large scoping review that identified how leaders supported the implementation of innovations in aged care. Once imported into NVivo12, the findings were deductively coded using the domains of Bloom's taxonomy of learning. Each parent code was then inductively analyzed to identify key characteristics within each domain. Our review identified four types of knowledge, five skills, and six attitudes that leaders should exhibit to better support the implementation of innovations within aged care settings. In addition to our findings regarding Bloom's learning domains, we identified nine leadership behaviors that participants in the included papers perceived as valuable for enhancing the implementation process. Furthermore, we identified four key organizational elements that support leaders in navigating and facilitating the implementation of innovations within aged care settings. Our review identified the characteristics that leaders should demonstrate when supporting the implementation of innovations in aged care. Importantly, our findings also emphasized the changing role of leadership from a hierarchical approach to a more collaborative, supportive, and empowering style. The insights identified in this review will help to guide aged care leaders, stressing the significance of adaptable and relational leadership styles that will guide the implementation of innovations within the aged care sector. http://links.lww.com/IJEBH/A271.

Blooming Through the Evolution of DEI+

ABSTRACT The lexicon and language surrounding diversity, equity, and inclusion (DEI) are evolving with new and nuanced meanings arising, depending on historical and current contexts. Notably, the DEI initialism has evolved to incorporate justice, equity, diversity, and inclusion to create the acronym JEDI, excluding key terms such as accessibility, belonging, or antiracism. Adding a plus sign (+) to the DEI initialism embraces a more comprehensive and intersectional approach, creating space for transformative and evolving language. DEI+ aims to include and invite everyone into ongoing conversations where all are respected, supported, and feel a sense of belonging. Using Bloom's Taxonomy for cognitive learning as a framework, the authors advocate incorporating the DEI+ initialism within physical therapy education, research, and practice.

Enhancing university students' learning performance in a metaverse‐enabled immersive learning environment for STEM education: A community of inquiry approach

AbstractThe research paper explores the use of a metaverse‐enabled immersive learning environment (MeILE) guided by the Community of Inquiry (CoI) framework to enhance university student interactions and collaboration. The platform integrates various components, including avatar usage, multimodality, and gamification, with careful consideration of each CoI element to maximize students' immersive interactions and collaboration in STEM (science, technology, engineering, and mathematics) learning contexts. By aligning activities with Bloom's digital taxonomy, the metaverse environment aims to improve STEM learning outcomes. A case study conducted at a university demonstrated the successful implementation of essential CoI elements, leading to increased student engagement and improved learning performance. Results indicate MeILE facilitates interactive, reflective, constructive, and self‐regulated learning, which are essential for developing STEM and 21st century skills. The study emphasizes the teacher's role as a facilitator in fostering self‐directed learning, and cultivating 21st‐century skills through collaborative learning activities in virtual environment. The research underscores the importance of innovative educational tools in adapting to the evolving landscape of education in the digital age.

Automatic detection and interpretable analysis of learners’ cognitive states based on electroencephalogram signals

The development of higher-order thinking skills (HOTS) in learners is one of the educational objectives of the 21st century. Detecting learners’ higher and lower cognitive states based on electroencephalogram (EEG) signals is crucial for promoting the development of HOTS. In this study, we investigated the feasibility of using an EEG-based deep learning (DL) model to classify higher and lower cognitive states and employed eXplainable Artificial Intelligence (XAI) techniques to examine the neural mechanisms associated with the cognitive states. To trigger learners’ cognitive states, both high-level and low-level learning activities were developed based on a revised Bloom's taxonomy and the Interactive-Constructive-Active-Passive (ICAP) framework and used with 22 subjects whose EEG signal was recorded and detected with the Convolutional Neural Network-Long Short-Term Memory (CNN-LSTM) model. The CNN-LSTM model yielded a remarkable recognition accuracy of around 99 %. Finally, we proposed LIME-Brain Area (LIME-BA), an improvement of Local Interpretable Model-agnostic Explanation (LIME), to identify the distinctive attributes of brain area activities for different levels of cognitive states. According to the XAI interpretable analysis, we found that the frontal and temporal areas were activated in a higher cognitive state, and the occipital and parietal regions were activated in a lower cognitive state. This study provides further evidence for educators to design cognitive-guided instructional activities to enhance learners’ development of HOTS.

Evaluating the quality of multiple-choice question pilot database: A global educator-created tool for concept-based pharmacology learning.

The Core Concepts of Pharmacology (CCP) initiative is developing educational resources to transform pharmacology education into a concept-based approach. This study evaluated the quality of global educator-created MCQs in generating items for the pharmacology concept inventory (PCI) instrument and developed as a resource for learning pharmacology fundamental concepts. A panel of 22 global pharmacology experts recruited from the CCP initiative research team participated in the MCQ pilot database design and evaluation. The quality analysis framework of the MCQs in the pilot database included four assessment tools: item writing guidelines (IWGs), Bloom's taxonomy, the CCP, and the MCQ design format. A two-phase evaluation process was involved, including inter-rater agreement on item quality, followed by resolving conflicts that occurred in quality assessment. The chi-square (χ2) test of independence and Cramer's V correlation tests were utilized to measure the relationship among quality assessment attributes. About 200 MCQs were gathered and 98% underwent expert evaluation. Nearly 80% addressed one or more CCP, with 52% designed using a context-dependent format. However, only 40% addressed higher levels of Bloom's cognitive domain and 10% adhered to all IWGs. A strong positive correlation was observed between the context-based item format and its effectiveness in assessing the higher cognitive domain, the main CCP and improved IWGs adherence. Context-based item construction can assess the higher cognitive skills and fundamental pharmacology concepts, showing potential for rigorous PCI development. The pilot database will store items to create the PCI, aiding the development of a concept-based pharmacology curriculum.