How do chapter tests in your class relate to Bloom’s Taxonomy of educational objectives?

EDU 6160 bPortfolio Post 1                            Ian Lewis                                             October 9, 2016

Throughout the first month of my internship, I have had the opportunity to provide copious assessments, both formative and summative in nature. For each ELA title we have read, for example, there has been a selection test. This assessment provides an opportunity for summative assessment. Throughout the few days/week we are on the certain selection, however, there are multiple opportunities for formative assessment. A major area for formative assessment is with regard to the vocabulary words presented in each selection.

Prior to reading a selection, we often preview the select vocabulary words with the students. This takes multiple forms, ranging from powerpoint presentations with associated graphics to enhance memory via visual learning, to the textbook website based game where students take turns using the smartboard to unscramble letters to form words based on a presented definition, which adds a kinesthetic aspect to learning. A previous preview worksheet consisted of the words presented in a table with a student self assessment of knowledge in which they were to check whether each word was either: 1) unfamiliar, 2) new, but understandable based on context, or 3) known and could be used; then provide a definition based on this level of knowledge (which were later compared to the actual definitions). For each word, via worksheet, we also explore them in context – that as it was encountered in the story and another made up example –and students underline/highlight the context clues. Students then list definitions/synonyms based on the context clues they have identified, write the word in a meaningful sentence (one that has its own context clues), and do another activity (e.g. What is the difference between singe and burn?, for the word singed, as presented in Kipling’s Rikki-Tikki-Tavi); such tasks allow for independent work and partner/group sharing. Covert and overt strategies are used in attempt to engage the whole class. For each portion of the vocabulary exercise, teachers monitor and informally assess student understanding by walking through the room, simply looking at student work, which informs pacing and how/when to proceed to the next segment for each word, or to the next new word. Thus, as Shermis and Di Vesta (2011, p. 16) note, assessment becomes an integral part of everyday instruction, and not just one part of a cycle of teaching phases.

With such an emphasis placed on understanding key vocabulary, the summative selection tests contain vocabulary sections. Related to Bloom’s Taxonomy (Bloom et al. 1956), as summarized by Shermis and Di Vesta (2011, p. 42-44), some of these vocabulary questions equate to the basic level of Knowledge where knowing definitions is what is expected. However, if we set up some vocabulary questions to ask students to identify a word that most nearly matches the opposite of the given word’s definition, then students assessed level jumps up to Analysis, as they are comparing, noting similarities/differences, and determining opposites. Comprehension questions regarding the content of the selection offer students the opportunity to assess skills at the level of Comprehension/Understanding. Levels of Synthesis and Application are attained when students explain how aspects of the selection relate to certain literary/plot elements, and then address how such elements were present in another text, respectively. A section where students underline or note context clues related to a vocabulary word in an example sentence allows practical application of the vocabulary building skills continually developed through each selection and across selections. Overall, the summative assessments for the ELA reading selections offer opportunity for students to engage in learning at each level of Bloom’s Taxonomy.

Reference List:

Bloom, B., Englehart, M., Furst, E., Hill, W., and Krathwohl, D. (1956). Taxonomy of       Educational Objectives.

Shermis, Mark D. and Di Vesta, Francis J. (2011). Classroom Assessment in Action. Rowman &   Littlefield Publishers, Inc., Plymouth, UK.