Bloom’s Digital Taxonomy – Assessment analysis tool
This is another tool I am developing. I would appreciate comments and feedback. What are the missing verbs which are misplaced?
This tool is an attempt to analyse the structure of examinations and tests and look at the balance between higher order thinking skills (HOTS) and lower order thinking skills (LOTS). Many examinations have a large influence on lower order thinking skills like remembering and understanding and a low emphasis on higher order thinking processes of analysis, evaluation and creativity.
The process in using this tool is as follows;
- work through the questions and add the mark value for each question to the appropriate column
- total each column and then total the mark value in each category (Taxonomic level)
- Calculate the percentage of the test which is based at each taxonomic level.
I don’t believe there are no right or wrong values or weightings. However, we know that higher order thinking skills and processes are preferable to lower order thinking skills like fact recall or simple repetition of definitions.
Here is the assessment analysis tool as a pdf – blooms-and-assessment
I would appreciate comments and feedback.
2 Comments Already
July 18, 2009 at 1:30 am Permalink
I really like this and printed it up to post on my “thinking board” since I am working on a similar project to assess learning through an intercultural immersion experience.
But I am not clear on your point counting methods. My assumption is that each line in your spreadsheet is an essay question, and as you go through the answer, you mark 1 under each column where the student has demostrated this “verb” in the answer. However, it also seems that you’re thinking of it as a way to assess the test questions themselves to see what they are really measuring against what you wanted to measure, and then perhaps giving more value to one question over another.
I need more time to sit with this and think about how to use it, but I imagine you’ll be developing it further as well, so I’ll stay tuned.
July 18, 2009 at 10:32 am Permalink
Hi Bettina,
Thanks for your comment.
What I am trying to achieve is a fast and simple analysis of the make up of tests and examinations. So what I would envisage is this you go through the examiantion and under the verbs put in the mark score for the the verb.
For example Q1. List four elements that are gases at room temperature (4 marks).
So beside Q1 you would put 4 under list and so on.
Then in the remember taxonomic level your would total up all the score and then calculate this as a percentage of the total mark for the paper.
In the end what you should have is a break down of the marks allocated for the paper against different taxonomic levels:
eg.
Remembering – 35%
Understanding – 40%
Applying – 0%
Analysing – 25%
Evaluating – 0%
Creating – 0%
At this point you can consider the construction of your test/exam and whether it is meeting the learning outcomes you have for your course/class.
I hope this helps
A