Abstract
The study analyses the scope and role of Bloom’s Taxonomy (1956) in reforming
teaching-learning practices in the classroom by employing a systematic balance
of questions from both the lower and higher domains of learning in the summative
assessment. Thus, this study analyses the annual question papers designed by the
Boards of Intermediate and Secondary Education (BISE) Karachi, Hyderabad,
Sukkur, and Mirpurkhas for the subject of English grade XII from the year 2014 to
2018. It employs Bloom’s Taxonomy to analyze and categorize each item included
in these annual question papers to ascertain the higher and lower domains of
learning. At Sindh province level, it has been found that 74% of questions refer
to the lower domains whereas only 26% are used for higher domains. Given the
formative assessment practices, teachers and students remain focused only on the
lower domains, but by altering the course, the pedagogical practices and teachinglearning process in Sindh province can remarkably be reformed and transformed
from sheer memorization and rote-learning to critical thinking, solution-making,
knowledge-building process, and analytical skills.
Muhammad Tufail Chandio , Nishat Zafar, Ghulam Muhiyuddin Solangi . (2021) Bloom’s Taxonomy: Reforming Pedagogy Through Assessment, Journal of Education and Educational Development, Volume 8, Issue 1.
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