Research Papers - School of Natural Sciences

Permanent URI for this collectionhttps://rda.sliit.lk/handle/123456789/1352

Browse

Filters

20172

Advanced Search

Filter by

Settings

Author: search.filters.author.Peiris, C. NSubject: search.filters.subject.Bloom's Taxonomy

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    PublicationOpen Access
    THE USE OF BLOOM’S TAXONOMY TO ASSESS STUDENTS’ PERFORMANCE EFFECTIVELY IN WRITTEN EXAMINATIONS
    (2017) Peiris, S; Peiris, C. N; Wickramasinghe, S
    Bloom’s Taxonomy is widely used, to bring out thinking ability in students, as an assessment method. In this article we emphasize four types of methods generally used in evaluating the intended learning outcomes in written examinations. How questions should be structured in each level of cognitive domain is discussed with an example in multiple choice questions (MCQ), short answer question (SAQ), structured type questions (STQ) and essay type questions (ETQ). Common biological applications were used as example questions. The questions were developed to show how students’ thinking ability was brought out when questions were structured in line with the levels of cognitive domain in Bloom’s Taxonomy. In conclusion, this paper defines how the application of Bloom’s Taxonomy helps in developing complete answers which come out not from the students’ memory but from applying, analyzing, synthesizing and evaluating.
  • Thumbnail Image
    PublicationOpen Access
    THE USE OF BLOOM'S TAXONOMY TO ASSESS STUDENTS'PERFORMANCE EFFECTIVELY IN WRITTEN EXAMINATIONS
    (Horizon Campus, National School of Business and Management , Sri Lanka, 2017) Peiris, S; Wickramasinghe, S; Peiris, C. N
    Bloom’s Taxonomy is widely used, to bring out thinking ability in students, as an assessment method. In this article we emphasize four types of methods generally used in evaluating the intended learning outcomes in written examinations. How questions should be structured in each level of cognitive domain is discussed with an example in multiple choice questions (MCQ), short answer question (SAQ), structured type questions (STQ) and essay type questions (ETQ). Common biological applications were used as example questions. The questions were developed to show how students’ thinking ability was brought out when questions were structured in line with the levels of cognitive domain in Bloom’s Taxonomy. In conclusion, this paper defines how the application of Bloom’s Taxonomy helps in developing complete answers which come out not from the students’ memory but from applying, analyzing, synthesizing and evaluating.