Taxonomy of Assessment Student Rationale

Taxonomy of assessment tools chosen for this module were selected with Bloom’s Taxonomy of higher learning in mind with the goal of helping students obtain a deeper comprehension of content from the experience of the course. The PowerPoint, Google Docs, Blogging platform and concept map as both activities and methods of assessment promote higher-order thinking skills as is clearly seen in the taxonomy chart below. The assessment activities are offered in a formative style which engages the student to interact with the activity that is assessing their skills and further the underlying purpose of the learning objectives. Verbs such as create, synthesize, connect, analyze, interpret and produce are intentionally selected in order to expand learning within the student. Whereas most of the objectives required something to be written, the act of writing more closely represents the idea of creating something to share with a group of peers or the instructor. It is within the writing that students will identify the connections and understanding of the content by interpreting, sharing, describing and discussing what they have learned on a deeper level. According to UCONN (n.d.), "Bloom's taxonomy of learning behaviors can be thought of as the goals of training; after the training session, the learner should have acquired new skills, knowledge and attitudes." For the purpose of this course, assessment activities and tools were chosen with this idea in mind where students will learn new skills and information as they are performing them beyond simply the content offered in the lessons themselves.


Reference:
 
UCONN. (n.d.). Assessment Primer: Learning Taxonomies. Retrieved from

http://assessment.uconn.edu/primer/taxonomies1.html

 

 

 

 

 

To learn more about Bloom's taxonomy for writing learning objectives, click below...

 

 

Educator Reference for Using Bloom's Taxonomy