The Evaluation of Thinking Skills based on Taxonomy of Anderson and Krathwohl
Learning activities should involve explicit thinking skills. It is more convenient to categorize thinking skills based on the existing frameworks. The framework that is still considered very useful and popular among educators is Taxonomy Bloom (1956). Bloom's Taxonomy of cognitive domain is cat...
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| Main Authors: | , , , , |
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| Format: | Conference or Workshop Item |
| Published: |
2010
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| Subjects: | |
| Online Access: | http://library.oum.edu.my/repository/688/1/thinking_skills_widad.pdf http://library.oum.edu.my/repository/688/ |
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| Institution: | Open University Malaysia |
| Summary: | Learning activities should involve explicit thinking skills. It is more convenient to categorize thinking skills based on the existing frameworks. The framework that is still considered very useful and popular among educators is Taxonomy Bloom (1956). Bloom's Taxonomy of cognitive domain is categorized into six type of thinking skills (Meyer, 1988; Som and Mohd Dahalan, 1998; Widad and Kandar, 2006). According to Tee et al. (2009), lower order thinking skills are the level of knowledge, understanding and application, while the level of higher order thinking skills are analysis, synthesis and evaluation. However, a revised on Taxonomy Bloom had been done by Bloom’s students, Anderson and Krathwohl in the year of 2001. There are some significant changes based on the revised taxonomy. This article will discuss about the Piaget’s cognitive theory and the differences between cognitive and meta-cognitive. In addition, Bloom's Taxonomy (1956) and Taxonomy of Anderson and Krathwohl (2001) will also be discussed. Besides that, this article will also address the action verbs widely used in each level of thinking skills and thinking skills evaluation tools such as objective tests, essay tests, and rubric. (Abstract by authors) |
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