Strengths And Weaknesses Of Bloom's Taxonomy

Using Bloom’s taxonomy to determine the cognitive level of the hypothetical objectives, LO4 is found to be at the knowledge based level. The knowledge level is the first and foundational skill level in Bloom’s taxonomy. This level denotes the memory and retention of certain information such as definitions, facts or step-by-step processes (Adams, 2015). LO6 is also in the knowledge based level since it too requires a listing of information from memory. Both objectives require the students to retrieve information through straight forward means which further confirms that they are knowledge-based (Adams, 2015).

Bloom’s Taxonomy was created in 1956 by Benjamin Bloom at the University of Chicago with the purpose of create higher ways or forms of thinking in education, in which the student or the learner has to reach certain level of thinking and also, to involve knowledge and the development of intellectual skills.

The dramatic rise standardized testing has led to a narrowing of scope for classroom instruction. Teachers are compelled by the need achieve high outcomes on standardized tests and have refocused their curriculum to dedicate a large portion of time to test preparation. The test preparation work is primarily rote memorization and structured problem solving. This time spent on test preparation limits the amount of time available for teachers to focus on other areas such as cognitive processes, abstract reasoning, and creativity. Some of the most important educational objectives such as critical thinking and creativity are not measured by standardized testing and thus are given less classroom time. Since these aspects are not able to be effectively evaluated by exams they are not included on the tests. With a large part of the classroom focus is on test preparation, areas not covered by the exam are not included in the test preparation time. Having been displaced from the time allocated to test preparation, key learning objectives like critical thinking and creativity must be fit into the remaining time. Since critical thinking and creativity are only portions of the normal curriculum, and the time allocated to the standard curriculum is reduced by test preparation with

Education should not be considered the learning of facts, but the training of the mind to think. However, when additional standardized tests are added to an already test-filled education system, an overwhelming amount of stress is created for teachers, who are evaluated based on the scores, and students, whose academic future may be affected by the output received. As a result, teachers teach to the tests and students only memorizing what details they need to pass the exam. Because of the emphasis on “teaching to the test”, students may be prevented from learning alternative topics that allow them to think, and the students may not be encouraged to gain a broader understanding of the material they studied. Psychologists Marting Maehr and Carol Midgley found through research that “an overemphasis on assessment can actually undermine the pursuit of excellence in learning” (Kohn). Many of the standardized tests currently used in schools systems were not meant to test teaching and

Tajfel (1981) made two hypothesis on the cognitive consequences of categorisation. First, that if stimuli are put into categories, then this in itself enhances the difference between groups.

In a recent study from National Foundation Of Education Research , using blooms Taxonomy aims at a higher evaluation level. A method which currently using High-Level multiple-choice

School curriculum comprises all the learning and experiences that is planned by the school for its students. Teachers must be able to recognize the level at which the knowledge, skills and attitudes need to be demonstrated to obtain the desired outcome throughout the curriculum (Billings & Halstead, 2016. pp. 110-111). This paper will evaluate one BSN and one MSN program outcome from the Grantham University Catalog for appropriate leveling based on Bloom’s Taxonomy Cognitive Domain. An assignment will be created assessing the nursing student’s ability to use critical thinking to meet the outcome expectation in both programs.

The importance of writing clear and measurable learning objectives became clear to me when I reviewed Mrs. Jones’ lesson plans. She ensured that each learning objective resulted in the completion of a worksheet on one’s own or creation of a product that displays the accurately mastered knowledge. This way, students to not feel as if they are being tested, while the informal deliverance of new knowledge still ensures the student understands the material; it is performance-based. If one creates a lesson objective that cannot be measured, there is no way to know whether or not the student understands the task or material at hand.

As well, the current collected data from the STEM Initiative of the United States Government is reviewed as a contributing factor in the data reported by schools. In conducting many this studies, it was believed that the practice of teaching must include both the quantified features and the quality based information from Brain-based Learning (Slavin, 2012). This means schools have to work harder to align well accepted Human Development information with teaching tasks in order to produce learning environments conducive to meeting the need of multiple types of learners. Researcher suggest that there are four areas of strategically developed metacognitive skills and the ways of functioning connected to all of them that can produce productive learning. Per Friend and Cook (2007), schools must include extensive collaboration and consultation from various fields of reference rather than just on local information. The researchers believe that when individuals are given positive instructional motivation interventions, they will work better to improve this skill. Also, by organizing how learning is practiced and performed within educational systems produces the greatest aspect of systemic brain training

Ayvaci & Turkdogan (2010) noted that there must be an alignment between the expectation of success from children and the questions that teachers ask, as explained earlier, this is one of the concepts of AfL explained by Black and Wiliam; sharing of learning outcomes. In order to reach the higher levels of Bloom’s taxonomy children should be given the opportunity to learn via questions posed by the teacher. Ayvaci & Turkdogan explained that teachers more often than not failed to assess the higher order thinking skills of children. They went on to say that in order to improve higher order thinking skills, teachers should employ suitable teaching and assessment methods and techniques. AfL is critical to this notion. Eber & Parker, (2007) said it does not make sense to assess children on the higher levels of cognition if they haven’t been presented the opportunity to learn them by the questions the teacher poses, therefore careful planning and delivery of questions using Bloom’s revised hierarchy of thinking within lessons are of the upmost importance. By carefully considering questions, teacher’s can evaluate their formative assessment

Define the learning outcomes in “the form of a verb (the activity), its object (the content) and specify the context and a standard the students are to attain”.

The author of this essay will describe Bruce and Young’s theory on Information Processing (1986) and Burton, Bruce and Johnston’s (1990) Cognitive Science. The author will also apply both models to the case studies; they all look alike to me and Prosopagnosia and decide which model is most suitable to explain each case study, as well as provide empirical evidence.

Hubbard, E. (2003). A discussion and review of Uttal (2001) The New Phrenology. Cognitive Science Online, Vol.1, p. 22-33.

Approaching instruction with clear instructional goals, or to borrow a phrase popularized by Stephen Covey, beginning with the end in mind, not only makes intuitive sense but is well supported by research. In his 35 years of meta-analysis on research in education, Robert Marzano (2003) identifies a guaranteed and viable curriculum as one of 11 factors with a proven track record of increasing student achievement. Marzano (2003) defines a guaranteed and viable curriculum as one in which

Teachers can use this theory in the classroom each and every day. These different levels or categories of learning can help the teachers to assess students in different areas. Bloom’s Taxonomy gives more options instead of just test students by written