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|Description||This is a multi-step assignment that intends to help students learn about Bloom’s Taxonomy and determine how assessment activities, particularly exams, utilize these different cognitive learning levels. It has been adapted from Student Engagement Techniques by Elizabeth Barkley . While teaching science majors in the core biology courses, I was very surprised to find that a large portion of the students felt learning biology was about memorization instead of analyzing and interpreting information and observations. Most had no idea about Bloom’s taxonomy of cognitive learning or how it might apply to their studying and learning. I have begun to utilize post-test analysis to help students recognize the different levels of learning that they are being assessed during assignments and exams.|
|Type of Resource||Assessment: other, Assignment/Activity (Non-Laboratory/Non-Hands on Activity)|
|Format||Portable Document Format - PDF|
Kelly Wentz-Hunter, Roosevelt University
|Development Date||April 9, 2013|
Undergraduate lower division (Grades 13-14)
|Learning Time||<=1 hour|
|Type of Review||Reviewed By LifeSciTRC Board|
|Review Date||June 28, 2013|