bloom’s taxonomy in the digital age - velsoft
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Bloom’s Taxonomy in the digital age
WHITEPAPER
Developing Formative Assessments for eLearning As trainers, how do we ensure that we are assessing for higher levels of learning in the e-Learning environment? Formativeassessmentsaretestsorevaluationsthattakeplacethroughoutacourseandprovidefeedbacktothestudentinanongoingloop,allowingthemtobuildontheirknowledgeandimprove.Examplesarequizzes,assignments,orresearchpapers. TherearethreedevelopmentsincognitionthatareimportanttoconsiderwhenlookingatdevelopingFormativeAssessmentsforeLearning. 1. B.S.Bloom’sTaxonomy(1956) 2. AndrewChurchesRevised
Bloom’sDigitalTaxonomy(2007)
3. J.P.Guilford’sConvergentandDivergentCognitions(1969)
Bloom’s Taxonomy BenjaminBloomwasaneducationalpsychologistwhoisbestknownforhis1956book,TaxonomyofEducationalObjectives,Handbook1:CognitiveDomain.Thebookbecamethedefinitiveguideforassessmentineducationbecauseitprovidedawaytoassessastudent’sabilitytomeeteducationalobjectives.ItbecameknownasBloom’sTaxonomy.Bloomfeltthataperson’slearningfellintothreedomains:Affective(emotional),Psychomotor(physical)andCognitive(thinking).Hedividedeachofthesedomainsintoskillslevelsfromlowerordertohigherorderprocesseswhereeachlevelwasdependentonfirstachievingtheskillsfromthelevelbelowit.ThefocusofthispaperisontheCognitiveDomain.
Skills Level Description of Level
Knowledge Recall,orrecognitionofterms,ideas,procedure,theories,etc.
ComprehensionTranslate,interpret,extrapolate,butnotseefullimplicationsortransfertoothersituations,closertoliteraltranslation.
Application Applyabstractions,generalprinciples,ormethodstospecificconcretesituations.
Analysis
Separationofacomplexideaintoitsconstituentpartsandanunderstandingoforganizationandrelationshipbetweentheparts.Includesrealizingthedistinctionbetweenhypothesisandfactaswellasbetweenrelevantandextraneousvariables.
Synthesis
Creative,mentalconstructionofideasandconceptsfrommultiplesourcestoformcomplexideasintoanew,integrated,andmeaningfulpatternsubjecttogivenconstraints.
Evaluation
Tomakeajudgmentofideasormethodsusingexternalevidenceorself-selectedcriteriasubstantiatedbyobservationsorinformedrationalizations.
From:Bloom,B.S.;Engelhart,M.D.;Furst,E.J.;Hill,W.H.;Krathwohl,D.R.(1956).
Bloom’s Taxonomy in the digital age Despitequicklybecomingthedefinitivereferencetoolforeducatorsandtrainers,Bloom’sTaxonomywasnotwithoutcriticism.Somedebatedtheorderingofthehierarchy,suggestingEvaluatingshouldcomebeforeAnalyzing.Asthedecadeswenton,othersquestionedifitwasstillrelevantandupdateswereproposed.WiththeincreaseindigitaltechnologiesandtheadventofeLearning,themostrecentrevisionhasbeenofferedbyAndrewChurches,whoupdatedthetaxonomyin2007toreflectthesefundamentalshiftsinthelearningenvironment.HecalleditBloom’sDigitalTaxonomy.
RememberingDescribe
SocialNetworkingGoogling
UnderstandingParaphrasingBlogjournalingTweeting
ApplyingImplementingPlayingEditing
AnalyzingComparingLinkingTagging
EvaluatingCritiquingPosting
Moderating
CreatingPlanningMixingBlogging
Convergent and Divergent Cognition AnotherimportantconceptthatcanenrichourunderstandingofthetypesofthinkinginBloom’sTaxonomy(andwhatweneedtoassessfor)isConvergentandDivergentCognition(J.P.Guilford,1969). Convergentthinkingapplieswhentherearepre-existingcorrectanswers.Thepersonisworkingwithknowledgeandconceptsthathavebeencoveredinthecoursematerialoraregenerallyknowntoexist.Forexample,a‘remembering’questiontonamethepartsofatrumpet. Ontheotherhand,divergentthinkingiscognitionthathappenswhentherearenopre-existingcorrectanswers.Thethinkingcreatesnewknowledgefromexistingknowledge.Forexample,a‘creating’questiontocomposeaTrumpetPreludefromtheirknowledgeoftrumpetmusic.
IfweweretocombinethiswiththerevisedBloom’sTaxonomy,itlookslikethis:
Convergent
RememberingUnderstandingApplyingAnalyzing
EvaluatingCreating
Divergent
Developing eLearning Formative AssessmentsHowdoweusetheseconceptstocreateeffectiveassessmentsintheeLearningenvironment?ThefollowingdiagramshowstheblueprintofaneLearningcourseandtherelationshipof“Objectives”to“DemonstrationofLearning”.
FormativeassessmentsaremappedtotheEnablingObjectivesorDemonstrationofLearningsectionsofaneLearningprogram.Bydoingso,theinstructorensuresthatthestudentislearningtheconceptssetoutintheplanningofthatmoduleorcourse.Whenthestudentsuccessfullycompletestheassessment,itprovidesboththelearnerandtrainerwithfeedback,showingknowledgetheyhavegained,skillsdeveloped,andanyareasthatneedtobefurtherdevelopedinthatlearningobjective.Eachsuccessfuldemonstrationoflearningbuildstowardtheoveralllearningforthatstudent. Formativeassessmentmusttakeintoconsiderationthelevelofproficiencythatneedstobedemonstrated.Forexample,ifstudentsarerequiredtodemonstrateknowledge-levelproficiencyof,forexample,thecapitalcitiesintheEuropeanUnion,anappropriateassessmentmightbeaquickquizaskingthemtolistthecapitals.Ontheotherhand,ifstudentsneedtodemonstratesynthesislevelproficiencyofidentifyingtheriskoffoodborneillnessinarestaurant,theassessmentwouldrequirestudentstoaccessanumberofsourcesofinformationtocompletetheassignment.
eLearning Course
Blueprint
CourseDescription
Goal #1
AAssignment
Assignment
Personal Project
Assignment
Assignment
Group Project
Group Project
Assignment
Podcast
Assignment
Group Presentation
Wikipedia Entry
Essay
B
C
D
E
F
G
Goal #2
Goal #3
Objectives Demonstration of Learning
Convergent Cognition (when there is a pre-existing correct answer)
REMEMBERINGRetrieving:Learnersdemonstrateknowledgefrommemorybyfindingtheanswer
inreferencematerial.
Example
Instructor Led
Openbookquiz,identifyingitemsonmap/visualreference.
eLearning
Bookmarkingsitesininternetsearches,searchinginternet,searchingGoogletofindconcepts.
Example
Instructor Led
Fill-in-the-blank,shortanswer,essay,oraltest,crosswordpuzzle.
eLearning
Socialnetworking,visualidentification,fill-in-the-blank,crosswordpuzzle,videofollowedbyquestions.
Example
Instructor Led
Multiplechoice,trueorfalse,matching,highlightinganswers,sorting.
eLearning
Bookmarking,drag&drop,matching,multiplechoice,trueorfalse,sortinggame.
Recall:Learnersdemonstrateknowledgefrommemorybyrememberingtheknowledge.
Recognition: Learnerdemonstratesknowledgefrommemorythroughidentifyingananswer.
Examples of eLearning Formative AssessmentsThefollowingexamplesshowhowwecanassessforproficiencyatalllevelsofcognition.
UNDERSTANDINGContextual: Learnerscannotonlyrecallknowledge,butcanexplainit-incontext
-tosomeoneelse.
Example
Instructor Led
Fill-in-the-blank,shortanswer,essay,oraltest,computationalquestions,answerandreason,ordering.
eLearning
Blogjournaling,commentingonsocialmedia,videopresentation.
APPLYINGTraining: Learnersarestartingtopracticetasks,applynewskills,andcorrect
mistakes
ANALYZINGDifferentiating: Learnersdistinguishrelevantmaterialfromirrelevantmaterial/
importantinformationfromunimportantinformation.
Example
Instructor Led
Problemsolvingquestions.
eLearning
Uploadingtheirowncontent,editingothers’content,problemsolving.
Example
Instructor Led
Compareandcontrast,summarizingtexts.
eLearning
Participatinginsimulations,linking,tagging,validating.
Example
Instructor Led
Organizinglists/items,outlining,solvingproblems.
eLearning
Gaming,participatinginsimulations.
Example
Instructor Led
Criticalresponse,factvs.opinion,shortanswer,essay.
eLearning
Linkingandtagging.
Organizing: Learnersdeterminehowelementsfitorfunctionwithinastructure.
Attributing: Learnersdetermineapointofview,bias,values,orunderlyingintentwithinpresentedmaterial.
Divergent Cognition (when there ARE NO pre-existing correct answers)
EVALUATINGChecking: Learnersdetectinconsistencieswithinaprocess;detectthe
effectivenessofaprocedure.
CREATINGGenerating: Learnerscomeupwithalternativehypothesesbasedoncriteria.
Example
Instructor Led
Experimenting,testing,findingtheerror.
eLearning
Moderatingdiscussions,testingideas/createdwork.
Example
Instructor Led
Critiquing,judging.
eLearning
Researchandrecommendations,participatingindiscussionboards,blogs/vlogs.
Example
Instructor Led
Projectplanning,proposalwriting.
eLearning
Planningvideos,wikis,podcasts,blogsandvlogs.
Example
Instructor Led
Constructing,inventing.
eLearning
Creatingvideos,wikis,podcasts,blogsandvlogs.
Example
Instructor Led
Designing,filming
eLearning
Creatingvideos,wikis,podcasts,blogsandvlogs,directing,producing.
Critiquing: Learnersdetecttheappropriatenessofaprocedureforagivenproblem.
Planning: Learnersdeviseaprocedureforaccomplishingatask.
Producing: Learnersinventaproduct.
Adaptedfrom:Anderson,L.W.&Krathwohl,D.R.(2001).
Using Interactive Technology to Complement Your Assessment ProgramGamesareagreatwaytoenhanceanddeepenlearning.Theycanbeconfiguredinmanywaysandusedasassessmentsatalllevelsoflearning.
Gameo(www.gameo.io)isafreesitethatallowsyoutocustomizeSCORM-complianteLearninginteractionstoincreaselearnerengagement.ItwasdevelopedbyVelsofttohelpyoudelivertrainingthatachievesyourobjectivesforyourlearners.
References
Bloom,B.S.;Engelhart,M.D.;Furst,E.J.;Hill,W.H.;Krathwohl,D.R.(1956).Taxonomyofeducationalobjectives:Theclassificationofeducationalgoals.HandbookI:Cognitivedomain.NewYork:DavidMcKayCompany.
Guilford,J.P.(1967).TheNatureofHumanIntelligence.NewYork:McGraw-Hill.
Churches,A.2007,EducationalOrigami,Bloom’sandICTTools(http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy)