Our course doesn’t give us too much information about Bloom's Taxonomy, but it mentions it multiple times, so I reviewed several papers/articles. Below is information on the revised taxonomy. The information that I gathered is by Patricia Armstrong, former Assistant Director, Center for Teaching. The paper has a lot of important information on both Bloom's Taxonomy and the Revised Taxonomy.
The Revised Taxonomy (2001)
The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These “action words” describe the cognitive processes by which thinkers encounter and work with knowledge:
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Remember
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Understand
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Interpreting
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Exemplifying
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Classifying
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Summarizing
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Inferring
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Comparing
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Explaining
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Apply
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Analyze
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Differentiating
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Organizing
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Attributing
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Evaluate
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Create
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Generating
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Planning
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Producing
In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:
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Factual Knowledge
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Conceptual Knowledge
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Knowledge of classifications and categories
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Knowledge of principles and generalizations
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Knowledge of theories, models, and structures
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Procedural Knowledge
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Knowledge of subject-specific skills and algorithms
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Knowledge of subject-specific techniques and methods
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Knowledge of criteria for determining when to use appropriate procedures
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Metacognitive Knowledge
Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.
I learned the difference between norm referenced and criterion referenced tests and questions. I was already familiar with the difference between subjective and objective assessments and the appropriate use of both.
I learned subjective vs objective assessments.
Assessing what students have learned can be approached with diverse methods in order to not only adequately evaluate learning but to elevate the process of assessment. More information is gained in regard to student learning as methods move beyond the simplest of objective, true/false questions.
The objective assessment is more of a testing right or wrong,true or false,or multiple choice whereas subjective assessment is more essay orientated. Feedback is important in both types of assessments.
Essay questions can be an excellent measure of understanding to require students to go beyond rote factual knowledge. Problem-solving questions can require students to demonstrate the steps to solve a problem. Both types of subjective assessment involve higher thinking skills.
A good assessment is both reliable and valid. Validity of an assessment is generally gauged through examination of evidence in the following categories:
- Content: The extent to which the content of the test matches the instructional outcomes/objectives.
- Criteria: The extent to which scores on the test are in agreement with outcomes/objectives.
I learned the differenced between norm and objective asseesments and different types of both assessments.
I do appreciate a reliable and valid tool of assessment in my classes. Constant student feedback can help develop and update assessments from semester to semester.
Very interesting section on assessmemts and the difference between subjective and objective assessments.
This is important: Instead of simply marking questions right or wrong with no feedback, it is imperative that feedback be a consistent part of any assessment including objective assessment.
Rubrics are a must to grade equally.
I learned the different types of evaluation for my students and how to use them for different criterias of evaluation
Criterion-referenced assessments can be used to gauge how a student came to a specific conclusion. This along with essay can help instors know if the student knows the process of coming up with a correct answer and measures thier understanding of the subject.
utilization of essay and performance evaluations rather than MCQs
Subjective and objective assesments are different. Subjective is what I portray onto my class, objective is what is really going on.
I learned that there are 3 steps that need to be followed: describe, indicate, and compare. I also realized there are several ways to grade assingments.
Objective assessments are have clearly defined right or wrong answer. Always make sure the question is specific to the content. Also, give feedback on correct answers not just wrong answers. Subjective assessments are evaluated by giving an opinion, like an essay question.
No matter what type of assessment, if it isn't accurately representing real world application of the material or a realistic understanding of the material, then it is pointless and needs to be redone. It must also, of course, be geared towards their current level of understanding. I like to use practical applications whenever possible for the assessments.
As an instructor I need to verify the validity of assessments, I have seen quizzes from the book publisher that were wrong.
