Bloom Taxonomy Case Study

Introduction : An Overview of Bloom Taxonomy

The educational objective’ taxonomy is a structure for categorizing statements of what was expected or intended for students to gain knowledge of, as a result of instruction. The structure or framework was structured as a mean of assisting the exchange of test items between faculties in various universities in order to create a collection of items, each measuring the same education-related objectives. The Associate Director of the Board of Examinations in the University of Chicago, Benjamin S. Bloom first started the idea, with hope that it would finally lessen the work of preparing comprehensive exams every year. And so, Bloom enlisted a group of people specialized in measurement from all over
However, the distinction between formative and summative assessment is far from perfect. A number of assessments (e.g. in course assignments) are intentionally designed to be both formative and summative at the same time – formative because the student was expected to be taught from the provided feedback or review, and summative because the grade awarded will contribute to the overall grade. A summative assessment that is associated to a curricular aspect can act formatively if the student learns from them, for example is when the student passes or fails a module. As the number of end-of-unit summative assessments has increased, the amount of formal formative assessment has decreased and this is one of the less desirable effects of the unitisation of curricula in the UK higher education. And to add, feedback and review for student are received too late, and this has caused problems as students are not given a choice for learning on subsequent
When the instruction’s goal is to encourage and to promote transfer, the assessment tasks should involve cognitive processes that will go beyond recognizing and recalling. Even though assessment tasks that is using these two cognitive processes have a place in assessment, these tasks can be able to, and usually should be equipped with those that use the full range of the required cognitive processes for learning transfer.
The Taxonomy Table has been a great help in helping us developed our integrated, thematic course in not one, but three very specific ways. The first way has given us a common language, with which to translate and discuss state standards from two different subject areas. The second way is that it has helped us understand how our subjects has gone beyond and overlap, and how we can create conceptual and procedural knowledge at the same time. The third way is that the Taxonomy Table has given us a fresh view on assessment and has allowed us to produce assignments and projects that need students to work at more complicated levels of thinking. These benefits are enough to help us develop a course that is enjoyable and challenging for our students and for the educators as