Revised Bloom Taxonomy for Knowledge Miners

I prefer Bloom’s Revised Taxonomy because it uses verbs. The revised taxonomy “reflects a more active form of thinking and is perhaps more accurate.”(Clark ,2015) Addition of knowledge dimension to the revised taxonomy made it more precise and structured for people to follow and apply. The revised taxonomy “not only improved the usability of it by using action words, but added a cognitive and knowledge matrix.” (Clark ,2015)

Online learning has created new opportunities for learning that require us to redesign our assessment practices (Alexander & McKenzie, 1998). Moreover, “constructivist pedagogy has moved into the mainstream, and online learning, in its most potent form, is about the drama of the multiple meaning, the contrary viewpoint, the search for credible sources, and the elusive nature of “truth” in a postmodern world.”(Hricko & Howell, 2006) In addition, an authentic assessment remains essentially the same, irrespective of the mode of delivery. All these practices of assessment are being used in traditional face-to-face teaching, but dynamic and settings of online education require variants of normal assessment methods.

We know that assessment drives learning and it is “vital in providing a consistent message to students regarding what you value.” (Hricko & Howell, 2006) The ten key qualities of online assessment and Bloom’s revised taxonomy provide bases for authentic assessment. So teachers can use variety of assessments to teach. They can start with diagnostic assessment of prior learning of students. Early diagnostic assessment helps teacher improve and adjust their instructional strategies to help students build on their prior learning. At this level, aspect of remembering can be diagnosed with the help of bookmarking, social networking, searching. All three are very helpful in designing assessment in online learning environment. Teacher can introduce them different social bookmarking methods and students can organize their reading list with those bookmarking system.

During teaching, teacher can also create small tasks of their large learning goals and deliver contents in small chunks. After a learning episode, “the learner should have acquired a new skill, knowledge, and/or attitude.” .”(Hricko & Howell, 2006) vStudents can be assessed in variety of ways starting from the simplest to the most complex given the growth in knowledge and information. Many aspects of Bloom’s revised taxonomy, such as categorizing, commenting, peer reviewing, are very helpful in designing assessments of understanding in online learning environment. In addition, “description of the criteria against which students will be marked and the standards which they might expect to attain needs to be made explicit right at the start of the learning period.” .” (Hricko & Howell, 2006)  Teacher can give specific instructions to write blog post, to categorize, to make concept map, to make Venn diagram to check understanding of students. Students can also be asked to comment or rephrase or summarize other’s work to check their understanding. .  “This peer review process would allow each student to learn the process of applying assessment criteria and providing constructive feedback in regards to the central elements of performance or understanding.” (Hricko & Howell, 2006)  The specific formative feedback from teacher can guide student to next step of learning process.

 

The blog can be used to develop higher order thinking. “In online learning, formative and summative assessment are ideally interwoven into a form of continuous assessment—each assignment building upon the former, with dialogue and formative feedback from one providing a scaffolding for students to develop their understanding and contributing to the quality of the next assessment task” (Hogan & Pressley, 1998.) Moreover, formative feedback “provides opportunities for teachers to maximize their role as facilitators of learning rather than just examiners of achievement.”  Concept maps and Venn diagrams can be used for the categorizing, which requires students to group information based on identifiable patterns.

 

Teachers can also design assessment to evaluate higher order thinking skills of students. For evaluation of application, operating and manipulating some application are important aspects of Bloom’s revised taxonomy, which can be used to design evaluations in a distributed or online learning environment. Students can be guided to manipulate and hack some application or equipment to obtain a basic goal. For analysis, integration of several data sources into one can be used. They may be asked to summarize results by analyzing data from various books. This should link to students’ own worlds, work contexts, and life experiences. “Authentic assessment tasks are particularly appropriate as a means of encouraging learners to engage with real-life issues and problems in their own worlds and workplaces.” Moreover, “students may also benefit from cross-cultural dialogue that can bring global perspectives to their learning from across a diversity of geographic locations (Rimmington, O’Reilly, Gibson, & Gordon, 2003).  Just like this assignment is expecting us to read different study material and analyse strength or weakness of one or other form of bloom taxonomy. Reflective blog posts and collaborative work can be used to evaluate synthesis cognitive processes. For creating, designing an application or creating or modifying contents of wikis can be used.  Teacher should provide feedback for each level so that student find out weakness and set goals to overcome those issues.

References

Alexander, S., & McKenzie, J. (1998). An evaluation of information technology projects for university learning. Committee for University Teaching and Staff Development Canberra, Australia: AGPS

Clark, D. (2015, January 12). Bloom’s Taxonomy Blooms Digitally. Retrieved December 5, 2016, from http://www.techlearning.com/news/0002/bloom39s-taxonomy-blooms-digitally/65603

Hogan, K., & Pressley, M. (Eds.). (1998). Scaffolding student learning: Instructional approaches and issues. New York: University of Albany, State University of New York.

Hricko, M., & Howell, S. L. (2006). Online assessment and measurement : foundations and challenges. Hershey, PA : Information Science Pub., c2006

Rimmington, G. M., O’Reilly, M., Gibson, K. L., & Gordon, D. (2003, June 23-28). Assessment strategies for global learning: I theory. Proceedings of the Ed-Media 2003 World Conference on Educational Multimedia, hypermedia & Telecommunications. Association for the Advancement of Computing in Education, Honolulu, HI.