Bloom’s Taxonomy: Improving Assessment and Teaching-Learning Process

• Published in: Journal of Education and Educational Development Vol. 3; no. 2; pp. 203 - 221
• Main Authors: Chandio, Muhammad Tufail, Pandhiani, Saima Murtaza, Iqbal, Saima
• Format: Journal Article
• Language: English
• Published: Karachi Institute of Business Management 01.12.2016; Institute of Business Management, Department of Education
• Subjects: assessment; bloom’s taxonomy; Blooms taxonomy; boards of intermediate and secondary education; Classification; Educational Assessment; Educational Objectives; Foreign Countries; Learning; Learning Processes; Memorization; Public Sector; Rote Learning; Secondary Education; Statistical Analysis; Taxonomy; Teaching Methods; teaching-learning process; Pakistan (Karachi); Pakistan
• ISSN: 2310-0869; 2313-3538
• DOI: 10.22555/joeed.v3i2.1034

This research study critically analyzes the scope and contribution of Bloom’s Taxonomy in both assessment and teaching-learning process. Bloom’s Taxonomy consists of six stages, namely;remembering, understanding, applying, analyzing, evaluating and creating and moves from lower degree to the higher degree. The study applies Bloom’s Taxonomy to the prevailing assessment system at the level of secondary education in Sindh. The data are collected from the last five years’ question papers used by the Board of Intermediate and Secondary Education (BISE), Karachi, Hyderabad Sukkur at secondary level for the subject of English. The questions asked in these papers are classified and analyzed from the vintage point of Bloom’s Taxonomy to determine whether the present assessment system focuses on the lower degrees of learning like remembering, understanding, applying or it transcends to the higher degrees such as analyzing, evaluating and creating. The data are quantitative hence SPSS. 20 is used to analyze and draw conclusions and results. The findings of this study will help to improve both assessment and teaching-learning process, which will hopefully uplift the learner from the sheer practices of description, rote-learning and memorization to the profound level of analysis, evaluation and creativity.