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BLOOM1

This document discusses Bloom's Taxonomy and its applications in engineering education assessment. It explains that Bloom's Taxonomy categorizes learning into cognitive, affective, and behavioral domains and defines performance levels within each. The revised cognitive domain model includes thinking, knowledge application. Bloom's Taxonomy provides a framework for structuring assessment to characterize complexity and higher-order skills. It identifies six competency levels and recommends action verbs to assess each level appropriately. The document also discusses using different assessment methods matched to cognitive levels and ensuring alignment between assessment questions and course learning outcomes.

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64 views1 page

BLOOM1

This document discusses Bloom's Taxonomy and its applications in engineering education assessment. It explains that Bloom's Taxonomy categorizes learning into cognitive, affective, and behavioral domains and defines performance levels within each. The revised cognitive domain model includes thinking, knowledge application. Bloom's Taxonomy provides a framework for structuring assessment to characterize complexity and higher-order skills. It identifies six competency levels and recommends action verbs to assess each level appropriately. The document also discusses using different assessment methods matched to cognitive levels and ensuring alignment between assessment questions and course learning outcomes.

Uploaded by

cnjoyus
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Blooms Taxonomy in Engineering Education

1. 1. Blooms Taxonomy in Examination Reforms Mr. A. B. Shinde Assistant Professor


Electronics Engineering, P. V. P. Institute of Technology, Budhgaon, Sangli
2. 2. Bloom’s Taxonomy for Assessment  Bloom’s Taxonomy helps us in not only designing
curriculum and teaching but also to design appropriate examination questions belonging to
various cognitive levels.  Bloom’s Taxonomy of Educational Objectives developed in 1956
by Benjamin Bloom was widely accepted by educators for curriculum design and
assessment.  In 2001, Anderson and Krathwohl modified Bloom’s Taxonomy to make it
relevant to the present-day requirements.  It attempts to divide learning into three types of
domains (cognitive, affective, and behavioural) and then defines the level of performance for
each domain. Prepared by: Prof. K. P. Paradeshi & Mr. A. B. Shinde 2
3. 3. Bloom’s Taxonomy for Assessment  Revised Bloom’s taxonomy in the cognitive domain
includes thinking, knowledge, and application of knowledge.  It is a popular framework in
engineering education to structure the assessment as it characterizes complexity and higher-
order abilities.  It identifies six levels of competencies within the cognitive domain which are
appropriate for the purposes of engineering educators. Prepared by: Prof. K. P. Paradeshi &
Mr. A. B. Shinde 3
4. 4. Bloom’s Taxonomy  Revised Bloom’s taxonomy, the levels in cognitive domain Prepared
by: Prof. K. P. Paradeshi & Mr. A. B. Shinde 4
5. 5. Bloom’s Taxonomy  Action Verbs for Assessment:  Action verbs in preparing
assessment questions are most important.  Action verbs are indicators of the complexity
(level) of the question.  Educators have come up with taxonomy of measurable verbs
corresponding to each of the Bloom’s cognitive levels.  These verbs help us not only to
describe and classify observable knowledge, skills and abilities but also to frame the
examination or assignment questions that are appropriate to the level. Prepared by: Prof. K.
P. Paradeshi & Mr. A. B. Shinde 5
6. 6. Bloom’s Taxonomy  Action Verbs for Assessment: Prepared by: Prof. K. P. Paradeshi &
Mr. A. B. Shinde 6
7. 7. Bloom’s Taxonomy  Action Verbs for Assessment: Prepared by: Prof. K. P. Paradeshi &
Mr. A. B. Shinde 7
8. 8. Bloom’s Taxonomy  Action Verbs for Assessment: Prepared by: Prof. K. P. Paradeshi &
Mr. A. B. Shinde 8
9. 9. Bloom’s Taxonomy  Action Verbs for Assessment: Prepared by: Prof. K. P. Paradeshi &
Mr. A. B. Shinde 9
10. 10. Bloom’s Taxonomy  Action Verbs for Assessment: Prepared by: Prof. K. P. Paradeshi &
Mr. A. B. Shinde 10
11. 11. Bloom’s Taxonomy  Action Verbs for Assessment: Prepared by: Prof. K. P. Paradeshi &
Mr. A. B. Shinde 11
12. 12. Assessment Planning  Assessment methods for different Bloom’s cognitive levels:
Prepared by: Prof. K. P. Paradeshi & Mr. A. B. Shinde 12
13. 13. Assessment Planning  Normally the first three learning levels; remembering,
understanding and applying and to some extent fourth level analysing are assessed in the
Continuous Internal Evaluation (CIE) and Semester End Examinations (SEE)  Abilities:
analysis, evaluation and creation can be assessed in extended course works or in variety of
student works like course projects, mini / minor projects, internship experience and final year
projects. Prepared by: Prof. K. P. Paradeshi & Mr. A. B. Shinde 13
14. 14. Assessment Planning  Pattern of assessment in each of the course in the program: a)
Alignment of assessment questions with course learning outcomes b) Whether all the
learning outcomes are tested; sometimes some learning outcomes are over tested at the
expense of others which may be not tested at all. c) Overall weightage in the assessment, to

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