فهرس المقالات Bloom’s revised taxonomy

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  1 - Using Bloom’s Revised Cognitive Skills Taxonomy To Evaluate Iranian Students’ Pre-University English Textbook and University Entrance Exams
  Shiva Sadighi Mortaza Yamini Mohammad Bagheri Mustafa Zamanian
  The priority attributed to the use of Bloom’s revised cognitive skills taxonomy in any educational system and the scarcity of research on this type of topic in our EFL context, the researchers attempted to conduct this study. Our primary objectives revolved around أکثر

  The priority attributed to the use of Bloom’s revised cognitive skills taxonomy in any educational system and the scarcity of research on this type of topic in our EFL context, the researchers attempted to conduct this study. Our primary objectives revolved around these dimensions. To examine if the pre-university teaching materials (English 1 and 2) assigned and employed by the teachers to teach their students at Shiraz followed Bloom’s hierarchy. Likewise, the researchers attempted to check if the University Entrance Exams administered every year of screening the registered candidates to enter the universities in Iran was compatible with this taxonomy. Finally, to check if the differences between the two dichotomies (lower and higher) in the textbook were statistically significant. To achieve these goals, the content of the textbook and that of general and English majors’ tests were evaluated against Bloom’s Revised Taxonomy. Analyzing the data through descriptive statistics and a Chi-square test applied to data gathered from the English book, the results showed that the content of the book was not aligned with the order of Bloom’s thinking skills. The hierarchy starts from lower order: remembering, understanding, and applying towards higher order: analyzing, evaluating, and creating. Likewise, the analysis of the university entrance exams’ content did not reveal any congruity with Bloom’s hierarchy. So no agreement between the two sources of input with Bloom’s learning objectives was witnessed. Pedagogical implications and recommendations are presented. تفاصيل المقالة
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  2 - Analyzing Vision3 through Bloom’s Revised Taxonomy
  Hanane Shabani Hossein Rahmanpanah Ahmad Mohseni
  10.30495/ttlt.2023.703296
  As developing material is an ongoing process that needs to be analyzed in a multidimensional manner, the present study focuses explicitly on English Textbook Vision3 in Iranian senior high schools to investigate to what extent this English textbook involves the domains أکثر

  As developing material is an ongoing process that needs to be analyzed in a multidimensional manner, the present study focuses explicitly on English Textbook Vision3 in Iranian senior high schools to investigate to what extent this English textbook involves the domains of learning objectives defined by Benjamin Bloom’s Taxonomy (1985) each of which contains several subcategories investigated through the study in details. Considering gained tables on analyzing Information Load and Significance Factor of the English textbook Vision3 (Student’s and Workbook) within cognitive, affective and psycho-motor domains of Bloom’s Revised Taxonomy using Shannon Entropy Method, it is concluded that regarding cognitive domain,“Evaluation” in the first, “Application” in the second, “Synthesis” in the third “Knowledge” in the fourth, “Analysis” in the fifth and “Comprehension” is in the sixth place of significance and none of six defined cognitive subcategories are neglected within developing the textbook as the last English textbook of senior high school program in Iranian Educational Curriculum. However, statistical results show that among affective domain’s subcategories only“Responding” and “Receiving” are put into practice, while higher levels of affective domain including “Valuing”, “Organizing” and “Characterization” are neglected throughout the both student’s and the workbook. Furthermore, studying the psycho-motor domain of the considered English textbook it seems that “Guided Response”, “Mindset” are the only subcategories which are noticed through strategies In general, tables reveal that the most frequent involved domain among Bloom’s Revised Taxonomy belongs to cognitive one and the other two domains (affective and psychomotor) play little role through their higher subdivisions. تفاصيل المقالة