Abstract
This presentation will re-vision "Bloom's Taxonomy" as a measurement and curricular alignment tool. When re-visioned, it becomes a model of current standards for constructing "domain-referenced" assessments. From this vision, we will broaden the view, with Anderson and Krathwohl, and Webb, who in their research and proposed levels of learning, affirm and deepen the application of a learning taxonomy to improve curriculum alignment with educational objectives and assessments.
To begin, we will bend back the lens toward creation of the original Taxonomy of Educational Objectives. Measurement specialists wanted a framework for U.S. universities to share test items for building test banks from which to create annual comprehensive exams. Because each test bank had to assess the same objective, they created categories, sub-categories, and descriptions of educational objectives, thus defining the domain of measurement. They then added sample assessment items and explanations of how they measured the objectives, further describing each category.
Within this presentation, we will compare objectives to categories and sub-categories in the Bloom's taxonomy. The expectation is for re-visioning to show how assessments can become more precisely aligned with objectives and that this will enhance interpretation of the full Bloom’s taxonomy.
Location
Room 1220
Recommended Citation
Goodson, Ludwika, "Bend It Like Bloom!" (2014). SoTL Commons Conference. 1.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/1
Bend It Like Bloom!
Room 1220
This presentation will re-vision "Bloom's Taxonomy" as a measurement and curricular alignment tool. When re-visioned, it becomes a model of current standards for constructing "domain-referenced" assessments. From this vision, we will broaden the view, with Anderson and Krathwohl, and Webb, who in their research and proposed levels of learning, affirm and deepen the application of a learning taxonomy to improve curriculum alignment with educational objectives and assessments.
To begin, we will bend back the lens toward creation of the original Taxonomy of Educational Objectives. Measurement specialists wanted a framework for U.S. universities to share test items for building test banks from which to create annual comprehensive exams. Because each test bank had to assess the same objective, they created categories, sub-categories, and descriptions of educational objectives, thus defining the domain of measurement. They then added sample assessment items and explanations of how they measured the objectives, further describing each category.
Within this presentation, we will compare objectives to categories and sub-categories in the Bloom's taxonomy. The expectation is for re-visioning to show how assessments can become more precisely aligned with objectives and that this will enhance interpretation of the full Bloom’s taxonomy.
