Evaluation Using the Cognitive Levels of Bloom’s Taxonomy of Educational Objectives

Evaluation Using the Cognitive Levels of Bloom’s Taxonomy of Educational Objectives

ABSTRACT

Planning, teaching and assessment stages are used to achieve educational aims, where assessment is the crucial stage in determining students’ conceptual development. Written examination is a conventional yet universal tool to evaluate the student’s performance in a subject area. Teachers tend to ask questions in the ‘knowledge’ category 80% to 90% of the time. If this trend continues, the quality of education will go down. A good and reasonable examination paper must consist of various difficulty levels to accommodate the different capabilities of students. A teacher needs to develop a repertoire of questions that generate higher order thinking skills such as the following, ‘What do you already know? What do you really think about this situation? If we can gradually adjust our way of teaching and questioning towards higher order cognitive skills, it will surely improve the quality of our questions. Using Bloom’s Taxonomy to help design examinations and analyze the results could greatly improve the quality of assessment in education.

Categories: