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![Bloom's Taxonomy is a classification of human cognition critical to the process of learning (Vanderbilt, 2016) [6].](publication/312261689/figure/fig1/AS:668989915164676@1536511033281/Blooms-Taxonomy-is-a-classification-of-human-cognition-critical-to-the-process-of.png)
Bloom's Taxonomy is a classification of human cognition critical to the process of learning (Vanderbilt, 2016) [6].
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This paper explores the goals of assessment for today and for the future, addressing different categorizations of assessment. It approaches each category of assessment from the perspective of its objectives. It then proceeds to examine why the popular forms of educational assessment are lacking for the preparation of our students to become independ...
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... the way that assessment is used in today's educational envi- ronment, stymies the aforementioned goals of how we want to prepare our stu- dents for their futures. In order to support this position, we first have to review Bloom's Taxonomy (Figure 1), a framework for categorizing educational goals. ...
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Since several undergraduate CS students cannot understand Algorithm topic clearly due to algorithm complexity and limited class duration, several Algorithm Visualization (AV) for teaching algorithms have been developed. However, since most AV only focus on visualizing algorithm steps without mentioning why that algorithm should be chosen based on g...
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... [10][11] To achieve the educational goal, it acts as a framework. [11][12] The six major categories in the cognitive domain defined by the original Taxonomy were-Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation. In the revised Taxonomy, the six major categories were changed into-Remember, Understand, Apply, Analyze, Evaluate and Create. ...
... 14 In recent days, the assessment design mainly focuses on the lowest level of the Taxonomy. 12 To test students' higher order cognitive skill as well as ability to recall facts, written examination is a very effective assessment tool. [15][16] Both SAQ and Multiple Choice Questions (MCQ) has been employed as written assessment instruments according to Curriculum for undergraduate Medical Education in Bangladesh. ...
Background: Teaching-learning and assessment of Physiology should be more organized because it builds the foundation for clinical science. A written question sheet on Physiology can be claimed ideal when it can assess the competence at different levels of cognitive domain of student’s learning. Objectives: The aim of the present study is to find out the prevalence of questions addressing different levels of cognitive domain in the first professional MBBS written examination on Physiology. Methods: This descriptive and retrospective type of study was conducted in the Department of Physiology, BSMMU, Dhaka, during the period of March 2020 to February 2021. A total 67 Short Answer Question(SAQ) sheets in the first professional MBBS examinations of the last five years of four public universities of Bangladesh were analyzed following revised Bloom’s Taxonomy. The frequency percent of questions addressing six levels of cognitive domain was manually calculated. Results: ‘Question-segments’ assessing remember level were greater than 80%, Whereas, ‘questionsegments’ assessing understand, apply and analyze level ranged between 11-13%,0.25-0.95% and 0.11-0.67% respectively in all the universities. No ‘question-segment’ was found addressing evaluate and create level of cognitive domain. Conclusion: From the results of this study, it may be suggested that there is almost absence of questions for assessment of student’s higher order thinking ability and most of the questions used, assessed the lowest level of cognition process in the first professional MBBS written examination on Physiology under four public universities of Bangladesh. J Bangladesh Soc Physiol. 2022, June; 17(1): 49-55
... Assessment is an important factor of improved education on the part of faculty, students and programs. It provides feedback from which those involved can learn and make necessary changes to enhance the learning environment Educational assessment is the amount of knowledge, skills, or benefits in terms that can be accounted for or measured (Ben-Jacob, 2017). Business schools are tending toward a managerial training and skills development model of education. ...
Assurance of Learning (AOL) has become an increasingly important dimension in Association to Advance Collegiate Schools of Business (AACSB) evaluation standards. In this case study, the authors developed and used a distinct AOL model to measure the impact on students learning in a capstone finance course at a state university in Indiana. Direct assessment of students learning is tested in closely controlled classroom environment through exam. A comparative analysis is completed using AOL developed model for the years 2017 and 2018. The findings suggest the mean non-AOL grade (85.67%) is significantly higher than the mean AOL grade (58.60%) in the year 2017. The same was observed in 2018, the mean non-AOL (85.53%) was significantly greater than the mean AOL grade (70.96). A poor performance in AOL model category indicates that the AOL model developed for this study successfully measures Assessment Process.
... In the latter case, each group member could be asked in confidentiality what percentage each member of the team contributed. In the professional world, teamwork is a given [6] consulting via teleconference for different opinions in a situation, if necessary, is a given in telemedicine. ...
Telemedicine also denoted as telehealth and e-health, is the remote diagnosis and delivery of healthcare using telecommunications technology. This article presents a synopsis of some of the features associated with telemedicine including the training courses, the technology involved, the medical implications, and the underlying ethics.
The anticipated nursing shortage requires a closer look at academic predictors of success for first-year nursing students. Literature shows that there is a significant shortage of students graduating from nursing programs to replace the nurses leaving the workforce. This study examined whether self-efficacy and self-esteem predict student success for first-year baccalaureate nursing students taking an introductory science course: Biology for Science Majors (BIO 130). Understanding the relationships between self-efficacy, self-esteem, and the end-of-course grade to measure academic success can inform future student success programming for undergraduate nursing students. The study used a correlation design to determine relationships between students’ self-efficacy, self-esteem, and academic success. The independent variables were self-efficacy and self-esteem. The dependent variable was student academic success measured by students’ final course grades. Pearson correlation and linear regression analysis indicated a weak relationship between scores on the General-Self-Efficacy Scale (GSES) and final course grades. Similarly, a weak relationship was found between scores on the Rosenberg Self-Esteem Scale (RSES) and the final course grades. This finding remained consistent when controlling for each independent variable.
The anticipated nursing shortage requires a closer look at academic predictors of success for first-year nursing students. Literature shows that there is a significant shortage of students graduating from nursing programs to replace the nurses leaving the workforce. This study examined whether self-efficacy and self-esteem predict student success for first-year baccalaureate nursing students taking an introductory science course: Biology for Science Majors (BIO 130). Understanding the relationships between self-efficacy, self-esteem, and the end-of-course grade to measure academic success can inform future student success programming for undergraduate nursing students. The study used a correlation design to determine relationships between students' self-efficacy, self-esteem, and academic success. The independent variables were self-efficacy and self-esteem. The dependent variable was student academic success measured by students' final course grades. Pearson correlation and linear regression analysis indicated a weak relationship between scores on the General Self-Efficacy Scale (GSES) and final course grades. Similarly, a weak relationship was found between scores on the Rosenberg Self-Esteem Scale (RSES) and the final course grades. This finding remained consistent when controlling for each independent variable.
The purpose of this article is to explore Economics student teachers’ views on the usefulness of an ePortfolio as an empowering tool which can enhance self-directed learning in a teacher education course at an open distance learning university. For the sake of this article, an interpretive bricolage research analysis was employed for data collection and a purposive convenient sampling was selected to collect data. Only PGCE (Senior Phase/Further Education and Training) SDEC00N students (n=367) which were registered students per module on myUnisa were targeted. Multiple pieces from the ePortfolios that were considered for the purpose of this study were their written assignments for creative writing, a research project, lesson plans, reflective journals entries, podcasts, blog postings, PowerPoint presentations and digital video clippings (DVDs) of classroom lessons. Data were collected and analysed on a weekly basis to create a bricolage of information from the data. Several themes emerged from the bricolage of information and practical implications were highlighted for higher education.
This paper explores Economics student teachers' views on ePortfolios as an empowering tool to enhance self-directed learning in an online teacher education course. An interpretive phenomenological research approach was employed for data collection and a purposive convenient sampling technique was selected to collect data. Only Postgraduate Certificate of Education (PGCE) and Batchelor of Education (BEd) Senior Phase/Further Education and Training Economics Subject Methodology (SDEC00N) student teachers registered on myUnisa for the modules were targeted. Multiple sections from the ePortfolios that had been considered for the purpose of this study were taken from their creative writing assignments, a research projects, lesson plans, reflective journal entries, podcasts, blog postings. Data were collected and analysed on a weekly basis to create a plethora of information. Student teachers felt that they were empowered with different subject content knowledge, technological pedagogical content knowledge (TPCK) and other technologies, student-centred methods and techniques through the ePortfolio project.
