Alignment of Assessment Objectives with Instructional Objectives Using Revised Bloom's Taxonomy—The Case for Food Science and Technology Education
Alignment of Assessment Objectives with Instructional Objectives Using Revised Bloom's Taxonomy—The Case for Food Science and Technology Education
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使用修订的布鲁姆分类法使评估目标与教学目标保持一致——食品科学与技术教育案例
DOI：
10.1111/j.1541-4329.2012.00141.x
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
I. Jideani
中科院分区：
文献类型：
--
作者：
V. Jideani;I. Jideani
摘要采用改进的Bloom认知知识分类法（RBT）对9名食品科学与技术（FST）被试的学习结果与评价的一致性进行了评估。使用联合分析来估计认知、知识和属性重要性（认知过程和知识维度）水平对学习结果和评估的效用。这些科目的讲师产生了学生理解（4.935）程序（3.316）和应用（4.491）概念（3.083）知识的能力的学习成果。讲师希望学生超越单纯的回忆和认识知识，提高应用、分析、评价和创造的更高层次的认知知识。然而，这些评估测试了学生理解（4.791）概念（4.168）和记忆（3.217）程序知识（0.581）的能力，导致教与学的错位。所有被试在制定学习成果时，对认知维度的重视程度（52.9%至72.9%）高于对知识形式的重视程度，而对认知维度的重视程度（33.3%至62.5%）和对知识形式的重视程度（37.5%至66.7%）因科目而异。认知权重在理解(1.781)/记忆（0.787）和概念性（1.416）方面较高。RBT提供了一个评估框架，可以用来帮助教师超越事实知识和理解，包括学术技能，如应用、分析、评估和创造。
Abstract: Nine food science and technology (FST) subjects were assessed for alignment between the learning outcomes and assessment using revised Bloom's taxonomy (RBT) of cognitive knowledge. Conjoint analysis was used to estimate the utilities of the levels of cognitive, knowledge, and the attribute importance (cognitive process and knowledge dimension) for learning outcomes and assessments. Lecturers for these subjects produced learning outcomes for ability of students to Understand (4.935) Procedural (3.316) as well as Apply (4.491) Conceptual (3.083) knowledge. Lecturers’ expected students’ to move beyond mere recall and recognition of knowledge to higher order cognitive knowledge of apply, analyze, evaluate, and create. However, the assessments tested students’ ability to Understand (4.791) Conceptual (4.168) as well as Remember (3.217) Procedural (0.581) knowledge resulting in a misaligned teaching and learning exercise. For all the subjects, emphasis was more (52.9% to 72.9%) on the cognitive dimension than on forms of knowledge in formulating the learning outcomes, whereas emphasis placed on the cognitive (33.3% to 62.5%) dimension and the knowledge (37.5% to 66.7%) forms in the questions differed from subject to subject. The cognitive weight in the assessment was more for Understand (1.781)/Remember (0.787) Conceptual (1.416) knowledge. RBT provides an assessment framework that can be used to assist instructors in going beyond factual knowledge and comprehension to include academic skills such as application, analysis, evaluation, and creation.