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Integrating Technology with Bloom’s Taxonomy

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Integrating Technology with Bloom’s Taxonomy

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Creating authentic learning experiences for students is an essential element in online course delivery. Through recent discussion instructors have inquired "How do we provide meaningful learning experiences for students using tools that are intrinsically motivating?" ² Questions as such imply the need to provide instructors with ". . . innovative ways of integrating technology that encourage higher-order thinking skills." ²

Research indicates that "Today's students, regardless of demographics, have shown an interest in digital opportunities to learn, and the range of Web 2.0 tools that make collaboration, innovation, and individual exploration possible is incredible." ² Practitioners within the field of education have thought of unique ways to connect digital tools with the framework of Bloom's Revised Taxonomy, which has led to the emergence of a Digital Bloom's Taxonomy.
Bloom's Digital Taxonomy
The purpose of Bloom's Digital Taxonomy is to inform instructors of how to use technology and digital tools to facilitate student learning experiences and outcomes. It aims, "T o expand upon the skills associated with each level as technology becomes a more ingrained essential part of learning." The use of this adapted version and the examples of tools it provides focus "should not be on the tools themselves, but rather on how the tools can act as vehicles for transforming student thinking at different levels." ¹ Outlined below are the levels featured within Bloom's Revised Taxonomy. Each level is accompanied by a description of its relevance and examples of digital tools that connect with this taxonomy framework.
Infographic Credit: Ron Carranza Summary
Connecting characteristics of Bloom's Revised Taxonomy is necessary for creating online learning activities that are in accordance with our students' needs. "Bloom's Digital Taxonomy helps us navigate through the myriad digital tools and make choices based on the kinds of learning experiences we want students to engage in." ² Selecting the most appropriate digital activity will depend on the activity's level of difficulty tied to the cognitive levels stated within Bloom's Revised Taxonomy. As K. A. Meyer writes, "Knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. In this way, we can begin to ascertain differences that will help instructors apply the right tool to the right learning goals." ³
References
¹ Bloom's Digital Taxonomy. (2015, January 15). Retrieved May 03, 2016, from https://www.commonsensemedia.org/videos/blooms-digital-taxonomy

² Lightle, K. (2011). More than just the technology. Science Scope, 34 (9), 6-9.

³ Meyer, K. A. (2010). A comparison of Web 2.0 tools in a doctoral course. The Internet and Higher Education, (4), 226-232. doi:10.1016/j.iheduc.2010.02.002
Additional Resources
Center for Teaching - Bloom's Revised Taxonomy https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Fractus Learning - Bloom's Digital Taxonomy http://www.fractuslearning.com/2014/08/18/blooms-taxonomy-digital-print-table/

Global Digital Citizen's Foundation - Bloom's Digital Taxonomy Verbs https://globaldigitalcitizen.org/blooms-digital-taxonomy-verbs

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Integrating Technology with Bloom's Taxonomy - Teach Online

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Creating authentic learning experiences for students is an essential element in online course delivery. Learn how Bloom's Digital Taxonomy can assist you.

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Revised Bloom’s Taxonomy – Center for Excellence in Learning and Teaching

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75 digital tools to support formative assessment 

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75 digital tools to support formative assessment 

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75 digital tools and apps teachers can use to support formative assessment in the classroom

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We’ve compiled an extensive list of 75 digital tools that can help teachers use formative assessment to elicit evidence of student learning.

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I've learned multiple ways of formative assessment

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I've learned multiple ways of formative assessment

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I would love to learn more how to apply formative assessment tools on online environment, which is very relevant during pandemic

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Formative is not always associated with grading

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Formative is not always associated with grading

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I learned the differences between formative and summative assessment

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I teach secondary visual art.

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I am interested in how American Public schools conduct assessment and which parts could also be used in China.

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I am interested in how American Public schools conduct assessment and which parts could also be used in China.

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Some useful assessment ways and how to effectively implement them.

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Some useful assessment ways and how to effectively implement them.

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Assessment is an integral part of teachers' teaching and students' learning, providing directions for both of them

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Assessment is an integral part of teachers' teaching and students' learning, providing directions for both of them

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Hi, I am a teaching affairs manager in Beijing and intersted in learn how to the differences between Assessment and Evaluation/Grading as well as how to make an Assessment.

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Hi, I am a teaching affairs manager in Beijing and intersted in learn how to the differences between Assessment and Evaluation/Grading as well as how to make an Assessment.

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Assessment is a way to know how teachers teach and how students learn.

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Looking forward to the workshop and ideas from other teachers.

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Looking forward to the workshop and ideas from other teachers.

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I have been an English teacher for more than 10 years. I am very happy to have a chance to learn new things and neet new friends.

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We have to look at “assessment” as part of the learning, not just a summary of learning.
In other words, instead of using formative asssessment (grades, ranks etc.), students should be encouraged to be their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.

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Hi I am

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https://www.cmu.edu/teaching/assessment/assesslearning/CATs.html

Minute Paper

Pose one to two questions in which students identify the most significant things they have learned from a given lecture, discussion, or assignment. Give students one to two minutes to write a response on an index card or paper. Collect their responses and look them over quickly. Their answers can help you to determine if they are successfully identifying what you view as most important.

Muddiest Point

This is similar to the Minute Paper but focuses on areas of confusion. Ask your students, “What was the muddiest point in… (today’s lecture, the reading, the homework)?” Give them one to two minutes to write and collect their responses.

Problem Recognition Tasks

Identify a set of problems that can be solved most effectively by only one of a few methods that you are teaching in the class. Ask students to identify by name which methods best fit which problems without actually solving the problems. This task works best when only one method can be used for each problem.

Documented Problem Solutions

Choose one to three problems and ask students to write down all of the steps they would take in solving them with an explanation of each step. Consider using this method as an assessment of problem-solving skills at the beginning of the course or as a regular part of the assigned homework.

Directed Paraphrasing

Select an important theory, concept, or argument that students have studied in some depth and identify a real audience to whom your students should be able to explain this material in their own words (e.g., a grants review board, a city council member, a vice president making a related decision). Provide guidelines about the length and purpose of the paraphrased explanation.

Applications Cards

Identify a concept or principle your students are studying and ask students to come up with one to three applications of the principle from everyday experience, current news events, or their knowledge of particular organizations or systems discussed in the course.

Student-Generated Test Questions

A week or two prior to an exam, begin to write general guidelines about the kinds of questions you plan to ask on the exam. Share those guidelines with your students and ask them to write and answer one to two questions like those they expect to see on the exam.

Classroom Opinion Polls

When you believe that your students may have pre-existing opinions about course-related issues, construct a very short two- to four-item questionnaire to help uncover students’ opinions.

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Assessment and grading are not the same.

Generally, the goal of grading is to evaluate individual students’ learning and performance. Although grades are sometimes treated as a proxy for student learning, they are not always a reliable measure. Moreover, they may incorporate criteria – such as attendance, participation, and effort – that are not direct measures of learning.

The goal of assessment is to improve student learning. Although grading can play a role in assessment, assessment also involves many ungraded measures of student learning. Moreover, assessment goes beyond grading by systematically examining patterns of student learning across courses and programs and using this information to improve educational practices.

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Why should assessments, learning objectives, and instructional strategies be aligned?

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Why should assessments, learning objectives, and instructional strategies be aligned?

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Assessments should reveal how well students have learned what we want them to learn while instruction ensures that they learn it. For this to occur, assessments, learning objectives, and instructional strategies need to be closely aligned so that they reinforce one another.

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I am interested to know more about integrated assessment.  Looking forward to hearing from other teachers.    

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I am interested to know more about integrated assessment.  Looking forward to hearing from other teachers.    

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As an instructor, we should design the assessment before we design the class.  Although usually the reality does not permit us to do so.  And I felt most of the time, we use assessment as a tool to force the students to study for the test instead of checking their understandings，which defeat the purpose of having assessment.  

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As an instructor, we should design the assessment before we design the class.  Although usually the reality does not permit us to do so.  And I felt most of the time, we use assessment as a tool to force the students to study for the test instead of checking their understandings，which defeat the purpose of having assessment.  

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I am an English teacher based in Beijing. I have been working as a teacher for 6 years. I have experience teaching from grade 5 to 12.

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Assessment for Accountability

The assessment of some unit, such as a department, program or entire institution, which is used to satisfy some group of external stakeholders. Stakeholders might include accreditation agencies, state government, or trustees. Results are often compared across similar units, such as other similar programs and are always summative. An example of assessment for accountability would be ABET accreditation in engineering schools, whereby ABET creates a set of standards that must be met in order for an engineering school to receive ABET accreditation status.

Assessment for Improvement

Assessment activities that are designed to feed the results directly, and ideally, immediately, back into revising the course, program or institution with the goal of improving student learning. Both formative and summative assessment data can be used to guide improvements.

Concept Maps

Concept maps are graphical representations that can be used to reveal how students organize their knowledge about a concept or process. They include concepts, usually represented in enclosed circles or boxes, and relationships between concepts, indicated by a line connecting two concepts. Example [

Direct Assessment of Learning

Direct assessment is when measures of learning are based on student performance or demonstrates the learning itself. Scoring performance on tests, term papers, or the execution of lab skills, would all be examples of direct assessment of learning. Direct assessment of learning can occur within a course (e.g., performance on a series of tests) or could occur across courses or years (comparing writing scores from sophomore to senior year).

Embedded Assessment

A means of gathering information about student learning that is integrated into the teaching-learning process. Results can be used to assess individual student performance or they can be aggregated to provide information about the course or program. can be formative or summative, quantitative or qualitative. Example: as part of a course, expecting each senior to complete a research paper that is graded for content and style, but is also assessed for advanced ability to locate and evaluate Web-based information (as part of a college-wide outcome to demonstrate information literacy).

External Assessment

Use of criteria (rubric) or an instrument developed by an individual or organization external to the one being assessed. This kind of assessment is usually summative, quantitative, and often high-stakes, such as the SAT or GRE exams.

Formative Assessment

Formative assessment refers to the gathering of information or data about student learning during a course or program that is used to guide improvements in teaching and learning. Formative assessment activities are usually low-stakes or no-stakes; they do not contribute substantially to the final evaluation or grade of the student or may not even be assessed at the individual student level. For example, posing a question in class and asking for a show of hands in support of different response options would be a formative assessment at the class level. Observing how many students responded incorrectly would be used to guide further teaching.

High stakes Assessment

The decision to use the results of assessment to set a hurdle that needs to be cleared for completing a program of study, receiving certification, or moving to the next level. Most often, the assessment so used is externally developed, based on set standards, carried out in a secure testing situation, and administered at a single point in time. Examples: at the secondary school level, statewide exams required for graduation; in postgraduate education, the bar exam.

Indirect Assessment of Learning

Indirect assessments use perceptions, reflections or secondary evidence to make inferences about student learning. For example, surveys of employers, students' self-assessments, and admissions to graduate schools are all indirect evidence of learning.

Individual Assessment

Uses the individual student, and his/her learning, as the level of analysis. Can be quantitative or qualitative, formative or summative, standards-based or value added, and used for improvement. Most of the student assessment conducted in higher education is focused on the individual. Student test scores, improvement in writing during a course, or a student's improvement presentation skills over their undergraduate career are all examples of individual assessment.

Institutional Assessment

Uses the institution as the level of analysis. The assessment can be quantitative or qualitative, formative or summative, standards-based or value added, and used for improvement or for accountability. Ideally, institution-wide goals and objectives would serve as a basis for the assessment. For example, to measure the institutional goal of developing collaboration skills, an instructor and peer assessment tool could be used to measure how well seniors across the institution work in multi-cultural teams.

Local Assessment

Means and methods that are developed by an institution's faculty based on their teaching approaches, students, and learning goals. An example would be an English Department's construction and use of a writing rubric to assess incoming freshmen's writing samples, which might then be used assign students to appropriate writing courses, or might be compared to senior writing samples to get a measure of value-added.

Program Assessment

Uses the department or program as the level of analysis. Can be quantitative or qualitative, formative or summative, standards-based or value added, and used for improvement or for accountability. Ideally, program goals and objectives would serve as a basis for the assessment. Example: How well can senior engineering students apply engineering concepts and skills to solve an engineering problem? This might be assessed through a capstone project, by combining performance data from multiple senior level courses, collecting ratings from internship employers, etc. If a goal is to assess value added, some comparison of the performance to newly declared majors would be included.

Qualitative Assessment

Collects data that does not lend itself to quantitative methods but rather to interpretive criteria (see the first example under "standards").

Quantitative Assessment

Collects data that can be analyzed using quantitative methods (see "assessment for accountability" for an example).

Rubric

A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery. Rubrics can be used for a wide array of assignments: papers, projects, oral presentations, artistic performances, group projects, etc. Rubrics can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both.

Standards

Standards refer to an established level of accomplishment that all students are expected to meet or exceed. Standards do not imply standardization of a program or of testing. Performance or learning standards may be met through multiple pathways and demonstrated in various ways. For example, instruction designed to meet a standard for verbal foreign language competency may include classroom conversations, one-on-one interactions with a TA, or the use of computer software. Assessing competence may be done by carrying on a conversation about daily activities or a common scenario, such as eating in a restaurant, or using a standardized test, using a rubric or grading key to score correct grammar and comprehensible pronunciation.

Summative Assessment

The gathering of information at the conclusion of a course, program, or undergraduate career to improve learning or to meet accountability demands. When used for improvement, impacts the next cohort of students taking the course or program. Examples: examining student final exams in a course to see if certain specific areas of the curriculum were understood less well than others; analyzing senior projects for the ability to integrate across disciplines.

Value Added

The increase in learning that occurs during a course, program, or undergraduate education. Can either focus on the individual student (how much better a student can write, for example, at the end than at the beginning) or on a cohort of students (whether senior papers demonstrate more sophisticated writing skills-in the aggregate-than freshmen papers). To measure value-added a baseline measurement is needed for comparison. The baseline measure can be from the same sample of students (longitudinal design) or from a different sample (cross-sectional).

Adapted from Assessment Glossary compiled by American Public University System, 2005
http://www.apus.edu/Learning-Outcomes-Assessment/Resources/Glossary/Assessment-Glossary.htm

CONTACT US to talk with an Eberly colleague in person!

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Common Assessment Terms - Eberly Center - Carnegie Mellon University

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The assessment of some unit, such as a department, program or entire institution, which is used to satisfy some group of external stakeholders. Stakeholders might include accreditation agencies, state government, or trustees. Results are often compared across similar units, such as other similar programs and are always summative.

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Oh~ I am a Math teacher tooo. I m also look forward to the training.

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Usually the end of year assessment is created by our department head. I once was nominated to create a final exam. It was hard to design  clear, effective questions.

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Bloom's Verbs and Matching Assessment Types

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Bloom's Verbs and Matching Assessment Types

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Fall is coming, and kids are going back to school. If you are a parent, you know what this means: testing, testing and more testing. Not just end-of-the-year tests used for accountability, but tests all year long to "prepare" for them. And time spent taking tests is just the tip of the iceberg: In many schools, preparation for these tests eats up far more time than testing does. In fact, in some schools, test prep is the curriculum.

This has been the way American schools have been run for years. We've been promised that this boring and stressful regimen will improve schools, lead kids to learn more and close the gap between low-achieving and high-achieving students.

It hasn't. This approach has been a failure. It has produced only limited improvements, and these are far outweighed by the damage it has done.

How can this be, when many districts and states around the nation have been reporting rapid, often huge, gains in scores? Simple: Many of the reported gains are badly inflated, far larger than actual improvements in students' learning. The National Assessment of Educational Progress - our most trustworthy indicator of trends - has shown no substantial improvements in reading for many years, even though reading and math have been the main focus of high-stakes testing. Things look a little brighter in math, where high-stakes testing has contributed to substantial gains in elementary-school achievement. However, part of this reflects instructional time pilfered from other subjects, and the gains wither away by the time kids leave school. High-stakes testing hasn't helped narrow the gaps between minority and nonminority students, and the achievement gap between rich and poor has been steadily widening.

In a disturbing number of cases, score inflation has been caused by cheating, but cheating isn't the main culprit. The much bigger problem is the bad test prep that has become pervasive in American schools. We want schools to teach important content and skills that students can use in real life. Instead, we have been focusing on test-taking skills that will do them no good.

Tests can only sample a small amount of content, so one way to cut corners is simply to skip material that is unlikely to appear on your state's particular test, no matter how important it might be. Another way is to teach test-taking tricks - for example, telling kids to use process of elimination rather than learn the content. Once students are out in the real world, no one will give them answers to eliminate, and their lack of learning will be painfully obvious. Some schools find ways to exclude potentially low-scoring students from testing.

This test prep doesn't just produce fraudulent gains in scores that mislead students, parents and the public. It cheats students by eating up valuable time that should be devoted to real instruction. And it has undermined the ideal of good instruction. Increasingly, new teachers have been taught explicitly that the bad test prep that produces bogus score gains is "good" instruction, and not having seen anything better, many believe it.

It is troubling that none of what I have described is news. We have been accumulating hard evidence of bad test prep and score inflation for nearly 30 years. However, score inflation has allowed many who have control over the nation's schools to claim that high-stakes testing really was making things better, and they simply turned a blind eye to the harms it was doing. And educators on the front lines have had no choice but to go along with this.

It's time to stop pretending. To make schools better, we need an accountability system that works, and this one hasn't. Doing it right will be much harder than simply demanding higher test scores, and it won't generate improvements as fast as the sham gains that we have seen in recent years.

We need to start by asking what really matters, and we need to make those things count. That includes not only students' achievement in easily tested subjects, but their achievement in other subjects, teachers' instructional practices and school climate. To prepare kids for tests, we should be teaching them the underlying skills and knowledge the tests are intended to measure, not wasting time by prepping them for details of the particular test they will take.

We need to rely on professional judgment as well as objective measures, as some higher-performing countries do. We'll have to retrain many teachers who have been told that bad test prep constitutes good instruction. And we will need to monitor how teachers are raising scores.

Our kids, parents and the public deserve no less.

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Fall is coming, and kids are going back to school. If you are a parent, you know what this means: testing, testing and more testing. Not just end-of-the-year tests used for accountability, but tests all year long to "prepare" for them.

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I am from Beijing. I've been teaching  Math for over five years now. Outside of teaching, I love photography and enjoy being in the
nature.