Order Cognitive Skills Research Articles

Cognitive Skills Reflection and Distribution in EFL Program Testing

The present study aims at figuring out the extent to which the low-order cognitive skills (LOCS) and high-order cognitive skills (HOCS) are reflected and systematically distributed in the first and eighth levels exam question papers. The study adopts the assumption that, critical thinking skills and creative thinking skills are adequately reflected and distributed in the exam question papers based on Bloom's Taxonomy of the Learning Behavior. The tool used for data collection is a check list containing cognitive domain order which is based on Bloom's Taxonomy. The goal is to ascertain whether questions at level 1 and level 8 offered in English language program in the College of Science and Arts in Mahayel Asir are adequately adjusted to the taxonomy. The descriptive and analytical method is applied to analyze the data. The researchers reviewed relevant literature and assessed similar results. The findings of the study revealed that lower-order cognitive skills for level 1 (88.23%) are used in the question papers more than higher-order cognitive skills (11.77%). On the other extreme, lower-order cognitive skills in level 8 (93.86%) are mostly used in the question papers more than higher- order cognitive skills (6.14%). There are adequate distribution and reflection of cognitive skills in level1 exam questions. This is not the case as in level 8 where the focus was wholly based on the lower-order at the cost of the higher-order cognitive skills.

Efficient Cognitive Skill Based Learning System using Augmented Reality

Augmented Reality provides an interactive experience by imposing virtual objects over real world environment and used in different field in learning, entertainment, or edutainment by developing higher order cognitive and practical learning skills. With the infusion of digital technology, nowadays all the educational institutions adapted the online mode learning environment like smart classroom for content delivery, Webcast Lecture by using AR. AR attracts research attention for its ability to allow students to be immersed in realistic experiences. AR will allow learners too deep about real time and cognitive skill development experiences. Recent scenario in education and academic sectors needs emerging technologies for learning system. In that scenario AR technology will be used to create new type of self-learning and automated application in academic. This technology is used to enhance the teaching and learning for students in effective way and efficient too. Even this technology will attract the students to learn fast and improve the cognitive skill also. This is a new standard, merging features from ubiquitous computing, tangible computing, and social computing. The benefits of this proposed component include inspiring deep and thoughtful education, in real world problems and challenges can be refining the creative problem solving abilities while also as long as exposure/ new perception. This proposed research paper goals to improve present educational system using Augmented Reality.

A proposal for evaluating laboratory instruction in a plant physiology course

The importance of laboratory instruction for science students is widely recognized, although this is a question in tertiary education that remains largely unresolved. In this work a proposal for evaluating laboratory instruction in a plant physiology course is presented and examples of questions used for one of the topics covered in the course are shown. The proposal includes the use of specifically designed multiple choice questions (MCQ) in the exams to assess the cognitive domain. Different items used in the plant physiology exams during the 2000–2012 period to evaluate two of the topics were categorized using the blooming biology tool. The questions were classified as lower- (memorization) and higher- (critical thinking) order cognitive skills (LOCS and HOCS, respectively) plus an intermediate order, LOCS/HOCS (application). Though MCQ have been indicated to be prone to evaluate mainly rote memory, our results show that less than 25% of the questions used belonged to the LOCS category. Scores obtained by the students for these MCQ were similar for theory and laboratory instruction. The evaluation model presented is easily transferable to assess a great variety of practical laboratory activities of different scientific disciplines and helps to avoid the dichotomy theory/practice usually found among students.

The Role of Home Literacy Environment, Mentalizing, Expressive Verbal Ability, and Print Exposure in Third and Fourth Graders’ Reading Comprehension

ABSTRACTChildren with a rich home literacy environment generally show better reading comprehension. For children in the higher grades of primary school, this relation is thought to be indirect. We propose a model in which this relation ran via children’s higher order language and cognitive skills (i.e., expressive verbal ability and mentalizing ability) and via print exposure. In our correlational study with 117 children ages 8–11, we found both a direct relation between children’s home literacy environment and reading comprehension and 2 indirect relations: via children’s print exposure and via mentalizing abilities. There was no significant indirect relation via expressive verbal abilities. Our findings imply that enhancing children’s mentalizing abilities and encouraging them to read books might contribute to their reading comprehension. In addition, parental involvement in children’s reading activities can contribute to their reading performance, both directly and indirectly, even in this age group.

Screen-based assessment

Inexorably and across several fronts, screen-based assessment is becoming a major part of the experience of university students, particularly but not exclusively in the sciences. This movement reflects the emphasis the Qualifications and Curriculum Authority (QCA) is giving to the development of screen-based assessment at secondary level, where the universal availability of an -assessment option in high stakes exams is an adopted goal.The drivers for this change are economic, pedagogic and opportunistic. Rapid technological progress is facilitating the wider availability of computer based tasks that reflect authentically the learning outcomes of science courses. There is growing experience in the design of such tasks, with increasing commercial involvement, particularly in the USA. An examination of theories of assessment demonstrates that there are sound pedagogic reasons to pursue these developments.The main focus of this review will be assessment for which a computer acts as a means of delivery, grading and feedback. I will outline the capabilities of contemporary systems, illustrate some good practice, and identify areas where the use of the technology is moving forward rapidly. There are exciting developments in the grading of free format responses, in diagram or text form, which are now emerging on a pilot basis. Of particular interest is the assessment of higher order cognitive and subject skills. Alsoimportant is the potential for item banks that can allow the sharing of the costs of authorship. Several of these issues are reviewed more fully in Conole and Warbuton.Finally, I will comment briefly on assessment that is facilitated by computers without the computer acting as a grading tool. At a mundane level, this might involve the electronic submission of traditional assignments. Of more interest are electronically mediated peer assessment, the generation of e-portfolios, the grading of screen based experimentation and the evaluation of the student’s performance in contributing to computer based group activities, e.g. Wikis, electronic conferences, etc.

DESIGNING A CASE ON PLANT PHYSIOLOGY FOR THE REAL WORLD

A new course design was implemented in a plant physiology course using a case-based learning design. Three cases formed the basis of tutorial groups for internal students and for facilitated online discussion groups for distance students using the WebCT platform. The design was constructed to encourage the development of higher order cognitive thinking skills in an environment of authentic situated learning, to foster self-directed learning skills and to provide better opportunities for peer interaction. The new design also aimed to improve student engagement with and understanding of the content. The design was evaluated using a range of evaluation tools: an initial self-directed learning skills survey; focus groups; individual interviews; an anonymous teacher evaluation survey; and by examination results. Initially, it was evident that internal and distance students had different strengths in their learning skills. Internal students had quite well developed teamwork skills but appeared to be less able self-directed learners. Distance mode students relied on their well-developed self-directed learning skills but showed poorly developed group and teamwork skills. The new design appeared to initiate the development of self-directed learning skills of the internal student cohort and teamwork skills in distance learners. Although the first case was time intensive for teaching staff and difficult to implement (particularly in distance mode), both student cohorts responded positively to the new course design. An important outcome of the new approach, based on the preliminary observations, was the reduction in failure rates across both cohorts compared to the previous year. The student evaluations clearly identified areas where further improvement to the design could occur, particularly the inclusion of better orientation and scaffolding for the first case. The design has been refined for implementation and the concept has been translated to other undergraduate and postgraduate courses.

Familial Influences on Hand Preference: Genotypic Variation Between Closely Related Primate Species

The emergence of hemispheric specialization has important implications for the development of higher order cognitive processes, including language and spatial skills. In this research we sought to further understand psychobiological processes associated with the development of hemispheric specialization by examining and comparing familial influences on hand preference in two closely related macaque species: rhesus macaques (Macaca mulatta) and pigtailed macaques (Macaca nemestrina). The results of our study indicate contrasting patterns of familial influence on hand preference in each species. For the rhesus macaque we found a positive correlation in the direction of hand preference between mothers and their juvenile offspring, and for the pigtailed macaque we found a negative mother-offspring correlation in the direction of hand preference. Fathers did not contribute significantly to the direction of hand preference in either species. There was a trend toward a positive correlation for strength and consistency of hand preference between parents and offspring in rhesus macaques but not in pigtailed macaques. These findings indicate that maternal influences on offspring hand preference vary between closely related primate species and lead us to question the generalizability of universal single-factor theories used to explain intergenerational transmission of hand preference in humans.

Differentiation of the Curriculum for the Highly Able

It is possible to distinguish between structural and integral forms of curriculum provision for highly able students. Both these forms offer advantages and disadvantages, while there are also particular problems associated with enrichment. Three common forms of differentiation under the integral umbrella are by inputs, by outputs, or by developmental differentiation. Of these, developmental differentiation is the most appropriate. Its theoretical context can be matched to the needs which able students are reported to have. Translated into a practical methodology for use in schools and colleges, six types of cognitive process pedagogies which provide the appropriate curriculum enrichment can be identified: Games and simulation, cognitive study skills, real problem solving and investigative learning, collaborative learning, experiential learning and language experience methods. These facilitate the development of higher order cognitive and metacognitive skills and offer challenge in all content areas.