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    BLOOM1

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    cnjoyus
    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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    BLOOM1

    Uploaded by

    cnjoyus
    31 views1 page
    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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    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.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    31 views1 page

    BLOOM1

    Uploaded by

    cnjoyus
    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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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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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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