EXPLORING THE ALIGNMENT OF FIRST-YEAR SUMMATIVE ASSESSMENTS WITH BLOOM'S TAXONOMY: A LONGITUDINAL STUDY.
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| Title: | EXPLORING THE ALIGNMENT OF FIRST-YEAR SUMMATIVE ASSESSMENTS WITH BLOOM'S TAXONOMY: A LONGITUDINAL STUDY. |
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| Authors: | dos Reis, K.1, Swanepoel, C.2, Yu, D.2, Anciano, F.3 |
| Source: | South African Journal of Higher Education. Nov2022, Vol. 36 Issue 5, p37-57. 21p. |
| Subject Terms: | *Summative tests, *Bloom's taxonomy, *Longitudinal method, *Universities & colleges |
| Geographic Terms: | Western Cape (South Africa), South Africa |
| Abstract: | The correlation between the level of difficulty of assessments, Bloom's Taxonomy as well as pass rates of courses has been a seriously under-researched area in South Africa. In this study, we proposed the revised Bloom's taxonomy level of difficulty index, before we examined 112 firstyear 2017-2019 final and supplementary assessment papers from the Economic and Management Sciences Faculty of a university in Western Cape. The descriptive statistics showed that these assessment papers are different in terms of duration, total marks, type of questions asked as well as pass rates. It was also found that these first-year summative assessments asked questions mainly at levels two (understand) and three (apply) of the revised Bloom's Taxonomy. In addition, the correlation and econometric analysis did not find a strong correlation between the level of difficulty index and pass rates. Nonetheless, the above-mentioned results need to be interpreted with great caution, because strictly speaking, one should also control for differences in other characteristics (e.g., students' personal characteristics, school characteristics and lecture attendance). To conclude, there is no explicit national policy that guides higher education institutions (HEIs) on how to use Bloom's or any other taxonomy to assess students at the appropriate National Qualifications Framework (NQF) level. Hence, our findings suggest that there is a need for a national assessment policy framework to guide HEIs on how to assess undergraduate students at different cognitive levels as required by the NQF. [ABSTRACT FROM AUTHOR] |
| Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 160553536 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: EXPLORING THE ALIGNMENT OF FIRST-YEAR SUMMATIVE ASSESSMENTS WITH BLOOM'S TAXONOMY: A LONGITUDINAL STUDY. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22dos+Reis%2C+K%2E%22">dos Reis, K.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Swanepoel%2C+C%2E%22">Swanepoel, C.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Yu%2C+D%2E%22">Yu, D.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Anciano%2C+F%2E%22">Anciano, F.</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22South+African+Journal+of+Higher+Education%22">South African Journal of Higher Education</searchLink>. Nov2022, Vol. 36 Issue 5, p37-57. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Summative+tests%22">Summative tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Bloom's+taxonomy%22">Bloom's taxonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Western+Cape+%28South+Africa%29%22">Western Cape (South Africa)</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The correlation between the level of difficulty of assessments, Bloom's Taxonomy as well as pass rates of courses has been a seriously under-researched area in South Africa. In this study, we proposed the revised Bloom's taxonomy level of difficulty index, before we examined 112 firstyear 2017-2019 final and supplementary assessment papers from the Economic and Management Sciences Faculty of a university in Western Cape. The descriptive statistics showed that these assessment papers are different in terms of duration, total marks, type of questions asked as well as pass rates. It was also found that these first-year summative assessments asked questions mainly at levels two (understand) and three (apply) of the revised Bloom's Taxonomy. In addition, the correlation and econometric analysis did not find a strong correlation between the level of difficulty index and pass rates. Nonetheless, the above-mentioned results need to be interpreted with great caution, because strictly speaking, one should also control for differences in other characteristics (e.g., students' personal characteristics, school characteristics and lecture attendance). To conclude, there is no explicit national policy that guides higher education institutions (HEIs) on how to use Bloom's or any other taxonomy to assess students at the appropriate National Qualifications Framework (NQF) level. Hence, our findings suggest that there is a need for a national assessment policy framework to guide HEIs on how to assess undergraduate students at different cognitive levels as required by the NQF. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.20853/36-5-4784 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 37 Subjects: – SubjectFull: Summative tests Type: general – SubjectFull: Bloom's taxonomy Type: general – SubjectFull: Longitudinal method Type: general – SubjectFull: Universities & colleges Type: general – SubjectFull: Western Cape (South Africa) Type: general – SubjectFull: South Africa Type: general Titles: – TitleFull: EXPLORING THE ALIGNMENT OF FIRST-YEAR SUMMATIVE ASSESSMENTS WITH BLOOM'S TAXONOMY: A LONGITUDINAL STUDY. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: dos Reis, K. – PersonEntity: Name: NameFull: Swanepoel, C. – PersonEntity: Name: NameFull: Yu, D. – PersonEntity: Name: NameFull: Anciano, F. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 10113487 Numbering: – Type: volume Value: 36 – Type: issue Value: 5 Titles: – TitleFull: South African Journal of Higher Education Type: main |
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