Education Quarterly Reviews

ISSN 2621-5799

Published: 20 February 2019

Designing Assessment for Technical Writing and Academic Literacy: Structuring and Wording Questions using Bloom’s Taxonomy: A Case Study

T. S. Mokgwathi, Annah S. Macha, Lebogang Morolong

Botswana International University of Science and Technology

pdf download

Download Full-Text Pdf

10.31014/aior.1993.02.01.47

Abstract

This study investigated how lecturers of Technical Writing and Academic Literacy assessed their students at a science and technology university in Botswana. The data for the study were obtained from the past test, assignment and examination papers administered to year one, year two and year three students enrolled in various programmes under the College of Sciences (including the Department of Information Communication and Technology), and the College of Engineering and Technology at the said university. In addition, a focus group of six teaching staff was interviewed to triangulate the data and to get in-depth information on how they set the assessment pieces. The data obtained from the assessment pieces were analysed qualitatively to determine the nature and the level of questions used. The data from the interview held with the teaching staff were also analysed qualitatively to determine what informed the way they set questions. The results from the study showed that the students were mainly tested for knowledge application; and many of the questions were from the low-level category as per Bloom's Taxonomy (1956) revised for the 21st Century Learners (The University of Utah’s Centre for Teaching and Learning Excellence, 2001). The results also showed that lecturers did not take into account the level at which the students were studying. University students should be required to analyse, synthesise and evaluate information before them in order to demonstrate deeper understanding. It is recommended that lecturers should apply Bloom’s Taxonomy when setting assessment tasks, taking into consideration the level at which the students were studying. It is hoped that the results from the study will sensitise the teaching staff at this university and other tertiary institutions on the importance of applying Bloom’s Taxonomy when assessing their students.

References

  1. Anderson, L.W. & Krathwohl, D.R. (2001). A taxonomy for teaching, learning, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.

  2. Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass Publishers.

  3. Behniwaal, R. (2016). Improving the Learning Process Using Bloom’s Taxonomy. www.alpinepublicschool.co.in Accessed: 10th July 2017.

  4. Biggs, J. (1999). Teaching for Quality Learning at University. PP. 165-203. Buckingham, U.K. SRHE and Open University Press.

  5. Crean, M. and Prunty, C. (2011). Formative Assessment Structures to Enhance Student Learning Despite Resource Limitations. Dublin: Dublin Institute of Technology.

  6. Dawe, T. (2019).(Ed.) What is a Summative Assessment? : http://classroom.synonym.com/summative-assessment-8659314.html?ref=Track2&utm_source=IACB2B.  Accessed on 20th January 2019.

  7. Department of Technical Writing and Academic Literacy (2015). Course Guide for Technical Writing and Academic Literacy for Science and Engineering. Palapye: Botswana International University of Science and Technology.

  8. Gomez, E. (2018). The Five Levels of Assessment in Higher Education. https://www.capsim.com/blog/the-five-levels-of-assessment-in-higher-education/ Accessed on 29th January, 2019.

  9. Harvard Graduate School of Education’s Teaching and Learning Laboratory (TLL) (2016) Design Thinking in Education  https://tll.gse.harvard.edu/  Accessed 5th June 2018.

  10. Kaufmann, S. (2011). The Ideal Length of a Language Lesson. https://blog.thelinguist.com/the-ideal-length-of-a-language-lesson Accessed on 27th January 2019.

  11. Lewis, B. (2016). Bloom's Taxonomy - The Incredible Teaching Tool: How Asking The Right Questions Ensures Effective Learning. https://www.thoughtco.com/blooms-taxonomy-the-incredible-teaching-tool-2081869 Accessed on 13th July 2018.

  12. Miller, R. & Leskes, A. (2005). Levels of Assessment: From the Student to the Institution. Washington DC: Association of American Colleges & Universities’ Greater Expectations Series.

  13. Rust, C., Price, M. & O’Donovan, B. (2003). Improving Students’ Learning by Developing

  14. their Understanding of Assessment Criteria and Processes. In Assessment & Evaluation in Higher Education, Vol. 28(2), PP. 147-164.

  15. SAStudy. Benefits of Studying Past Exam papers.  https://www.docsity.com/en/news/exams-and-study/advantage-exampapers/. Accessed on 20th January 2019.

  16. Squire, D. (2013). Reading Room in Understanding Moderation. https://www.skills-universe.com/2013/08/21/understanding-moderation/ accessed on the 10th January 2019.

  17. University of Newcastle's (2012). Long-term Assignment Policy. http://www.ncl.ac.uk/hr/assets/documents/international-assignments-long-term_reb.pdf. Accessed on 14th July 2018.

  18. University of Utah’s Centre for Teaching and Learning Excellence (2001). https://ctle.utah.edu/resources/Blooms-Taxonomy.php accessed on 30th January 2019.

  19. Ziff, R. M. (2001). Assessment as a Classroom Teaching Technique. New York: Pearson.

About Us

The Asian Institute of Research is an online and open-access platform to publish recent research and articles of scholars worldwide. Founded in 2018 and based in Indonesia, the Institute serves as a platform for academics, educators, scholars, and students from Asia and around the world, to connect with one another. The Institute disseminates research that is proven or predicted to be of significant influence for the general public.

Stay Connected

  • Instagram - Black Circle
  • Facebook - Black Circle
  • LinkedIn - Black Circle

Contact Us

Please send all inquiries to the email:

editorial@asianinstituteofresearch.org

Business Address:

5th Floor, Kavling 507, Fajar Graha Pena Tower, Jl. Urip Sumohardjo No.20, Makassar, Indonesia 90234

Copyright © 2018 The Asian Institute of Research. All rights reserved