Rasch Model Assessment for Bloom Digital Taxonomy Applications

Assessment using Bloom’s taxonomy levels has evolved in a variety of contexts and uses.In the era of the COVID-19 pandemic,which necessitates use of online assessment,the need for teachers to use digital-based taxonomy skills or Bloom’s Digital Taxonomy(BDT)has increased even more.However,the existing studies on validity and reliability of BDT items are limited.To overcome this limitation,this study aims to test whether BDT has good psychometric characteristics as a teacher’s self-assessment tool using the Rasch model analysis and to investigate the pattern of BDT usage in teaching and learning.By using a quantitative online survey design,this study involves six levels of BDT,namely,Remembering,Understanding,Applying,Analyzing,Evaluating,and Creating.The questionnaire was developed and validated by two experts prior to administration.A stratified random sampling technique was conducted on 774 secondary teachers from five geographical zones in Malaysia,and the Rasch model was analyzed using WINSTEPS 3.71 software.The performances of items improved by Rasch psychometric assessment including the application of BDT among teachers.The hierarchy level was also assessed through graphical analysis,including the Wright map and bubble chart,to demonstrate the powerful performance of the Rasch model analysis in investigating item quality and reliability.Overall,these empirically validated items using the Rasch model could advance the academic knowledge of BDT for future assessment and promote the Rasch calibration in an educational setting.

Applications of Chemical Learning Evaluation Based on Bloom＇s Taxonomy of Educational Objectives

In this paper, Law of Conservation of Mass （＂The Law＂）, one content standard of junior middle school chemistry, was decomposed based on The Revision of Bloom＇s Taxonomy of Educational Objectives （＂The Revision＂） and placed in the classification table. In order to understand the teaching objectives more, the relationship between the related activities was studied. Teachers can design the teaching plans based on teaching objective, and determine different evaluations method according to different types of teaching objectives. It will raise students more cognitive activities and promote targeted objectives teaching.

Application of Bloom’s Taxonomy in the Formation of Students’ Solving Skills

This project is a study of Bloom’s taxonomy in mathematics. Two groups of 7th Grade students were used to carry out the study, each undertaking a different set of tests at three different levels;the standard traditional test format and the new test based on Bloom’s taxonomy format. The study was aimed at comparing the differences in the outcomes between the two test formats based on the mathematics performances of the students. This study shows how Bloom’s taxonomy can be utilized to develop a clear methodology for creating a test direction when compiling reports and in conducting an experimental assessment of students’ performance.

Effective Face-to-faceTutorials of Online English Learning Lie in Interaction of Affective Domain and Higher Levels of Cognitive Domain of Bloom＇s Taxonomy

Online English learning as an outcome of the rapid development of the Internet has got a wider and wider market in China. However, problems of varieties have also occurred along its way. People never stop thinking of better strategies either in designing online course wares or tutorials to help smooth the learning process. My experience as a tutor is that interaction of affective domain and higher levels of cognitive domain of Bloom＇s Taxonomy plays an important role in face-to-face tutorials of online English learning.

Developing Skills in Intra-Workplace Rehabilitation Education: II

This study aimed to develop an educational model that integrates three elements: knowledge, skills, and attitudes—developing the educational model proposed in the previous Paper I—and to widely investigate and characterize previous learning-related models. The basic educational model proposed here is my seven-step process model of rehabilitation practice. Knowledge consists of four aspects: 1) clinical, 2) psychological, 3) environmental, and 4) disability;skills consist of two steps: 5) identifying intervention points and 6) setting feasible goals;and attitudes 7) of communicating and sharing policies and paths with patients, families, and other professionals. This constitutes the process of rehabilitation practice, and a framework that integrates the three elements is developed here. This study focuses on integrating knowledge, skills, and attitudes into what Bloom described as “the integration of instruction and assessment” so that learners and instructors can reconcile them. Therefore, a typology that explains each other for advancing and deepening individual skills is adopted. In Bloom’s original taxonomy of educational goals, the cognitive domain has five layers in the pyramid of knowledge;the psychomotor domain of Simpson’s has seven layers, and Bloom’s affective domain is represented by five in another pyramid. In addition, the above seven layers of the process model and the seven layers of the skill level of the Dreyfus model were brought together. The integration of the above five typologies becomes a useful educational evaluation model when the relationships are clarified.

Developing Skills in Intra-Workplace Rehabilitation Education: II

This study aimed to develop an educational model that integrates three elements: knowledge, skills, and attitudes—developing the educational model proposed in the previous Paper I—and to widely investigate and characterize previous learning-related models. The basic educational model proposed here is my seven-step process model of rehabilitation practice. Knowledge consists of four aspects: 1) clinical, 2) psychological, 3) environmental, and 4) disability;skills consist of two steps: 5) identifying intervention points and 6) setting feasible goals;and attitudes 7) of communicating and sharing policies and paths with patients, families, and other professionals. This constitutes the process of rehabilitation practice, and a framework that integrates the three elements is developed here. This study focuses on integrating knowledge, skills, and attitudes into what Bloom described as “the integration of instruction and assessment” so that learners and instructors can reconcile them. Therefore, a typology that explains each other for advancing and deepening individual skills is adopted. In Bloom’s original taxonomy of educational goals, the cognitive domain has five layers in the pyramid of knowledge;the psychomotor domain of Simpson’s has seven layers, and Bloom’s affective domain is represented by five in another pyramid. In addition, the above seven layers of the process model and the seven layers of the skill level of the Dreyfus model were brought together. The integration of the above five typologies becomes a useful educational evaluation model when the relationships are clarified.

Gender Disparity in Second Language Learning： Reality or Illusion？

The paper draws a comparison between female and male students＇ language learning capabilities in the backdrop of age-old idea that males are better than females in language learning on the one hand, and some recent study findings indicating females＇ superiority over males on the other. To this end, 43 female and 80 male higher secondary students＇ 468 answer scripts of their regular English exams were collected. For the traditional question pattern, the collected data could measure only ＂remembering＂ and ＂understanding＂ of the examinees. Therefore, the students were compared only on the basis of these two lowest levels of Bloom＇s taxonomy. The participants were of same age, studying at the same level （Grade 11）, and were taught by the same teacher. The study finds that if other variables remain the same, there is no essential difference between male and female regarding learning English as a second language.

A Test Items Knowledge Library System for Adaptive Learning

A test items knowledge library system of for adaptive learning is proposed in this paper. The first step is to carry out the quantity and quality analysis of the test items by using the Bloom＇s revised taxonomy and scale anchoring respectively to produce the characteristics for test items. A smoothing method of arbitrary anchoring revised from scale anchoring is first proposed to make tests more accurate in distinguishing test levels. In addition, raised three dimensional indicators based on the Bloom＇s revised taxonomy are adopted to validate test contents and therefore it concretely describes the examining function of items. The items obtained have the precise and concrete properties; an item knowledge library is therefore constructed combining teaching materials and items using the technologies of ontology and knowledge management. Finally, a knowledge library system of test items is established to achieve the purpose of adaptive learning for learners.