“Cells and Heredity” chapter tests relating to Bloom’s taxonomy of educational objectives

In “Classroom Assessment in Action” by Shermis and DeVesta, it describes how to apply Bloom’s taxonomy of educational objectives. As I look at my Life Science textbook “Cells and Heredity”, I will relate how the chapter tests compare to Bloom’s taxonomy.

Bloom’s taxonomy classifies information into categories like knowledge, interpretation, application, etc. And with each of these categories, it gives examples of infinitives to use when asking about that specific knowledge in assessment. For example, when assessing knowledge of specific facts, one would use infinitives like, “define” or “identify”. When assessing application, one would use infinitives like “relate” or “restructure”.

After each chapter in the “Cells and Heredity” textbook, there is a Review and Assessment in the teacher’s edition. The questions that are asking about factual knowledge don’t use words like “identify” or “define” but it is implied when it is a multiple choice question or fill in the blank and it is assessing specific factual knowledge. An example is, “___________________________ is a process that releases energy in cells without using oxygen.” The answer is “Fermentation” and is assessing the knowledge of the definition of fermentation. Other questions in the end of chapter Review and Assessment are labeled with infinitives like, “Interpret”, “Predict”, “Apply”, and “Summarize”. These questions are mostly to be answered in essay or short answer and are under a different taxonomy classification according to Bloom because it is different than factual knowledge. An example of this type of question is, “Predict. Suppose a volcano threw so much ask into the air that it blocked much of the sunlight. How might this event affect the ability of animals to obtain energy to live?”

After reflecting on Bloom’s taxonomy of educational objectives, I find that my Life Science text does relate to Bloom’s taxonomy and does a good job of using the different infinitives that are to be used when assessing the differing classifications of knowledge.

Shermis, M.S. & DeVesta, E.L. (2011). “Classroom Assessment in Action”, Rowan & Littlefield

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