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The examination of alignment between national assessment and English curriculum objectives using Revised Bloom’s Taxonomy
Abstract
Bloom's taxonomy for the classification of the objectives in cognitive domain was developed in mid 1950s and this taxonomy was revised by a group with Anderson and Krathwohl by making some changes and revisions. The purpose of this research was to evaluate the objectives of 8th grade English curriculum and TEOG exam questions (national assessment exam) according to Revised Bloom's Taxonomy. This was a descriptive study using qualitative research method. English curriculum and TEOG exam questions were gathered from the website of Ministry of National Education (MONE). The data were obtained by document analysis technique. In the analysis of data, two-dimensional chart was used based on the classification in Revised Bloom’s Taxonomy. And, frequency and percentage were used in presentation of the data. The results of the study showed that in 8th grade English curriculum more than half of the objectives are at the "apply" level and half of the objectives are intended for applying procedural knowledge. There is not any objective including metacognitive knowledge. 23% of the objectives are intended for higher order thinking skills such as analyze, evaluate and create level. However, it was found that most of the English course questions in TEOG exam were designed at lower order thinking skills such as "remember" and "understand" level. There are no alignments between objectives of English curriculum and English course questions in TEOG exam. So, alignment between curriculum objectives and assessment is suggested.
... Batay rin sa pag-aaral nina Kim et al. (2022), kung hindi magkatugma ang mga konseptong ginamit sa kurikulum, aklat-aralin, pagtuturo sa silid-aralan, at pagtataya, maaaring mahirapan ang mga mag-aaral sa tamang pag-unawa ng mga konsepto sa agham, na maaaring humantong sa maling pananaw o miskonsepsyon. Inirerekomenda rin ni Kozikoglu (2018) na mahalaga ang pagkakahanay ng mga layunin ng kurikulum at pagtataya upang matiyak ang epektibong pagkatuto ng mga mag-aaral. ...
Ang pag-aaral na ito ay naglalayong suriin ang kaangkupan ng mga kagamitang pampagtataya ng mga guro sa Filipino 7 batay sa Matatag Kurikulum. Ginamit ang deskriptibong disenyo ng pananaliksik, kung saan labinlimang (15) guro mula sa tatlong (3) distrito sa Dibisyon ng Negros Oriental ang naging kalahok. Ang pangunahing instrumento na ginamit sa pananaliksik na ito ay ang sarbey-kwestyoneyr at sinuri na hard copy ng written works at quarterly na pagtataya. Ang ginamit na mga estadistikang tritment ay frequency count, percentage, at weighted mean. Batay sa pagsusuri, lumitaw na ang short answer ay "malawak na malawak" na ginamit sa written works, samantala, ang mga performans na pagtataya naman gaya ng project-based, speech, simulation, at written performance ay "malawak" na ipinatutupad. Sa quarterly na pagtataya, ang multiple choice ay "malawak na malawak" na ginamit. Sa pagsusuri naman ng alignment sa Matatag Kurikulum, natukoy na 76.19% ng 21 na aytem sa written works ang hindi naka-align, 33.33% ng 15 na aytem ang bahagyang naka-align, at 100% ng 23 na aytem ang ganap na naka-align. Samantala, sa quarterly na pagtataya, 62.50% ng 48 na aytem ang hindi naka-align, 20% ng 50 na aytem ang bahagyang naka-align, at 76% ng 50 na aytem ang ganap na naka-align. Bukod dito, lumitaw rin na "napakalawak" ang mga hamong kinakaharap ng mga guro sa pag-aangkop ng kanilang mga pagtataya sa itinakdang kompetensi ng nagbabagong kurikulum. Ipinahihiwatig nito ang pangangailangang mapalakas ang pagsasanay at gabay upang matiyak ang higit na pagsunod sa pamantayang pang-edukasyon.
... A literature analysis shows that there needs to be more research on the learning outcomes for the English Curriculums. However, there is a sufficient amount of analysis on the compliance of English exam questions (Dalak, 2015;Gökdeniz & Demirci, 2020, Gökler, Aypay & Arı, 2012 to the national assessment and English curriculum objectives (Kozikoğlu, 2018), based on Revised Bloom's Taxonomy (Hamurcu & Ekinci, 2020). This study aimed to analyze the learning outcomes for the English curriculum designed for Grades 5, 6, 7, and 8 in terms of cognitive process and knowledge dimension in the Revised Bloom's Taxonomy. ...
This study evaluates the learning outcomes in secondary education English Curriculums regarding knowledge and cognitive process in Revised Bloom Taxonomy. Document analysis was adopted as a qualitative research method in data analysis. A total of 245 learning outcomes was studied, 52 of which were in grade 5, 60 in grade 6, 63 in grade 7 and 70 in Grade 8. As a result of research it was seen that most of the outcomes, belonging to 5, 6, 7, and 8th grade English teaching curriculum, were at the dimension of “conceptual knowledge” of Revised Bloom Taxonomy’s knowledge dimension. According to the conceptual knowledge dimension, the most outcomes were seen at the “applying”. An analysis of the results suggested that knowledge and cognitive process were not evenly distributed in English courses. The results pointed out that most of the learning outcomes accounted for “conceptual knowledge” in grade 5, 6, 7 and 8 level English courses. In terms of the “cognitive process”, the most frequent one is was the “applying” section. Applying increased as a learning outcome in grade 5, 6 and 7, whereas analysis and creation are were included in learning outcomes for grade 8 and advanced thinking. However, the cognitive process failed to increase in the learning outcomes from grade 5 to 7. Hence, it is possible to suggest that the distribution of learning outcomes be planned carefully based on the students’ levels
... Many alignment studies have been conducted by scholars in various areas and levels. Aqualitative descriptive study conducted by Kozikoglu (2018)which was aimed at evaluating alignment between the objectives of the 8 th grade English curriculum and the TEOG exam questions (national exam) with regards to Bloom's Revised Taxonomy revealed that the objectives and question items in the TEOG exams were not well-aligned. 50% of the objectives were distributed on level C3 (Apply, Procedural Knowledge) whereas 68% of the exam questions were distributed on level A1 (Remember, Factual Knowledge). ...
This study was aimed at obtaining the profile of alignment between learning outcomes and assessment tasks on ‘writing’ skills development in “Pathway to English Grade X” textbook with regards to Bloom’s Revised Taxonomy. The data of the study were 32 statements of learning outcomes and 49 items of assessment tasks of 10 chapters. This study used Bloom’s Revised Taxonomy table (Anderson & Krathwohl, 2001) as the framework of reference in conducting data collection and interpretation. The results showed that the LOs and ATs distributed over several levels. 34.38% of overall LOs of this textbook are described in level B4 (Analyze, Conceptual Knowledge), and 22.45% of overall ATs are described in level B2 (Understand, Conceptual Knowledge). In the textbook, it was found that 69.39% of the overall ATs match with the LOs in the textbook. 20.41% of the overall ATs partially match with the LOs, and 10.20% of the overall ATs do not match with the LOs in the textbook. The results showed that the alignment between the learning outcomes and assessment tasks on ‘writing’ skills development in this textbook is strong or the percentage is more than 50%.
... In this direction, it can be stated that research studies are carried out on the questions in the course books, workbooks, exams, achievement tests and other school activities based on assessment and evaluation. (Akyol, Yıldırım, Ateş & Çetinkaya 2013;Ateş, Döğmeci, Güray & Gürsoy, 2016;Baghaei, Bagheri & Yamini, 2020;Çalık & Aksu, 2018;Erdoğan, 2017;Kozikoğlu, 2018;Şanlı & Pınar, 2017;Ulum, 2016;Veeravagu, Muthusamy, Marimuthu & Michael, 2010). It is seen that the Revised Bloom Taxonomy is widely used in the examination of questions on reading comprehension in the national and international arena (Assaly & Smadi, 2015;Eroğlu & Kuzu, 2014;Febrina, Usman & Muslem, 2019;Luebke & Lorié, 2013;Sallabaş & Yılmaz, 2020;Sur, 2022;Yılmaz & Keray, 2012). ...
In this research, the questions in the Turkish Course (2,3,4) Worksheets were examined in terms of various classification systems. In this direction, the questions in the worksheets were evaluated with the document-material analysis technique in accordance with the structure of the qualitative research. During the research process, Turkish Course Worksheets consisting of 4 books prepared for primary schools by the General Directorate of Assessment, Evaluation and Examination Services of the Ministry of National Education, Turkey were determined as research material. During the research process, 121 questions in the books were examined, and the Question Analysis List/Chart (QAL) was used as the data collection tool. In line with the data collection tool, the questions were examined in terms of their types, their purpose of formation, and the sources of answer. In addition, the questions addressed during the research process were classified in terms of the levels of Barett's taxonomy and the cognitive process levels of the revised Bloom's taxonomy. According to the results of the research, in terms of question types, it was determined that Open-Ended and Gap-Filling question types were mostly included; Multiple Choice, Matching, True-False etc. types of questions were rarely included. In terms of the purpose of formation, questions such as Identity, Listing and Evaluation were frequently included; Prediction, Definition, Cause/Effect, Comparison etc. types of questions were less included. It has been determined that there were intratextual and extratextual questions in terms of answer source, but intertextual questions were not included. In terms of cognitive process levels of the Revised Bloom's taxonomy, it was concluded that there were questions that employ low-level cognitive processes for the Remembering, Understanding and Applying levels. In terms of Barrett's taxonomy, it was determined that the questions at the Literal Comprehension level were more intense in the Turkish Worksheets.
... Secondly, the findings have displayed that the learning outcomes do not progress to higherorder thinking skills throughout the grade levels, which threatens the dimension of the sequence in the curricula. The knowledge-base includes the studies revealing that the English language curricula of 2006 and 2015 contain the learning outcomes at the levels of "understand" and "apply" with a very limited number of higher-order thinking skills (Gökler, Aypay, & Arı, 2012;Kozikoğlu, 2018;Tok, 2006). Hence, this problem has not been resolved in the revised curricula. ...
Despite many studies on English language curricula over the last two decades in Turkey, any analysis of articulation in the curricula has not been found. Articulation, which addresses the inter-relatedness of a curriculum in many ways, both vertically and horizontally, ensures planning of student's development holistically and the transfer of learning from one education level to another. In this study, basic education and secondary education English language curricula published in 2018 were systematically examined in terms of articulation by looking for an answer to the question "To what extent do the English curricula attain the horizontal and vertical across the school levels?" specifically. Guideline Questions for Determining Articulation which were developed through the literature review and expert opinions, were used in the study adopting a document analysis. The data were analyzed according to descriptive analysis. The findings display that the English language curricula from basic education to secondary education reflect the culture of the target language in a very limited way and that the interdisciplinarity of the curricula is weak. Therefore, it is concluded that the curricula have attained horizontal articulation partially. In terms of vertical articulation, although continuity and sequence across the grades are mostly achieved, the study uncovered the problems about the assessment of four skills in an integrated way, the progress of learning outcomes from lower-to higher-order thinking skills, the coordination of the language proficiency aimed as the final outcome at the school levels as well as the assessment of them. Consequently, the study revealed that both the horizontal and vertical (especially across the school levels) articulation of the curricula are not fully ensured. Various implications have been made to strengthen the articulation of English language curricula.
This study investigates the alignment of the written, official curricula and a national test of learning outcomes at the end of 6th grade of basic education in Finland. The research questions address (1) the alignment of content standards regarding categorical thematic concurrence, (2) the complexity of knowledge required for solving the item, and (3) the proficiency level needed for correct answers and attainment of the prescribed target levels. The test items were analysed against the thematic categories in the curricula, against the knowledge dimensions of the revised Bloom’s taxonomy, and by determining their CEFR levels through a standard-setting procedure. The results suggest that the curricular objectives of text interpretation skills were richly represented in the test items in reading and listening, while all the five objective domains were evenly covered by items measuring text production skills. Contrary to expectations about digital delivery, even interaction could be measured. The most frequent content areas were the student him/herself, family, friends, hobbies, and free time. For the alignment in terms of proficiency level, the task difficulty across the four skills was appropriate. Future prospects for designing digital test tasks in accordance with the communicative objectives found in the official curricula are discussed.KeywordsLocal language testingCommon European framework of reference (CEFR) alignmentStandard settingDifficultyBloom’s TaxonomyFinland
Alignment in between curriculum and assessment remains an important, yet underexplored, topic. This study critically investigates the content (mis)match between English textbooks and English exam papers in Vietnam. This study explores an open question, often claimed by the ministers as the goal of the education reforms: Does the English Examination closely follow what was set out in the current English textbooks, in terms of the lexical content? Through corpus-based discourse analysis, this study evaluates 6 English textbooks and 150 English past papers for upper secondary students in Vietnam for 3 years. Results show a downward trend in content alignment between English exam past papers and the English curriculum. A subsequent discussion of underlying causes is included, and recommendations are offered for future research.
This study explored the extent to which the assessments produced by teachers in the implementation of the Eswatini General Certificate of Secondary Education (EGCSE) Accounting curriculum (actual assessment) align with the requirements of the curriculum (planned assessment). EGCSE is a learner-centred curriculum which was introduced in 2006 in Eswatini. It emphasises the development of higher-order thinking skills. The study used a mixed-methods approach and a descriptive survey design. Simple random sampling was adopted to select nine (9) Accounting teachers who participated in this study. Questionnaires, interviews and document analysis were the method used in data collection. Descriptive statistics such as percentages and measures of central tendency were used to analyse quantitative data. Qualitative data were analysed using content analysis. The study found that there is no alignment between what is required of the learner in external and internal assessments. It was concluded that teachers were not implementing the EGCSE Accounting curriculum as intended. In-service training for all senior secondary school Accounting teachers was recommended so to equip teachers with assessment skills for the effective implementation of the EGCSE Accounting curriculum.
This study explored the extent to which the assessments produced by teachers in the implementation of the Eswatini General Certificate of Secondary Education (EGCSE) Accounting curriculum (actual assessment) align with the requirements of the curriculum (planned assessment). EGCSE is a learner-centred curriculum which was introduced in 2006 in Eswatini. It emphasises the development of higher-order thinking skills. The study used a mixed-methods approach and a descriptive survey design. Simple random sampling was adopted to select nine (9) Accounting teachers who participated in this study. Questionnaires, interviews and document analysis were the method used in data collection. Descriptive statistics such as percentages and measures of central tendency were used to analyse quantitative data. Qualitative data were analysed using content analysis. The study found that there is no alignment between what is required of the learner in external and internal assessments. It was concluded that teachers were not implementing the EGCSE Accounting curriculum as intended. In-service training for all senior secondary school Accounting teachers was recommended so to equip teachers with assessment skills for the effective implementation of the EGCSE Accounting curriculum.
Please scroll down for article-it is on subsequent pages With 12,500 members from nearly 90 countries, INFORMS is the largest international association of operations research (O.R.) and analytics professionals and students. INFORMS provides unique networking and learning opportunities for individual professionals, and organizations of all types and sizes, to better understand and use O.R. and analytics tools and methods to transform strategic visions and achieve better outcomes. For more information on INFORMS, its publications, membership, or meetings visit Abstract. This paper widens the focus on how artificial intelligence (AI) can foster the learning abilities of human actors, adopting a wider view with respect to a strict focus on tasks and activities. The interaction between AI and human learning has not been investigated in service research. Placing its theoretical roots in work by Huang and Rust [Huang MH, Rust RT (2021) Engaged to a robot? The role of AI in service. J. Service Res. 24(1):30-41.] in service research and on Bloom's revised taxonomy in education studies
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