Tag Archives: bloom’s taxonomy

The iPad Pedagogy Wheel

One question that often arises is how can I use this nice shiny iPad that you have given me to support teaching and learning?

In a previous blog post I talked about assessment and the importance of deeper and higher thinking skills. I mentioned in that post that using Bloom’s Taxonomy is one way of getting teachers to think differently about the type of questions they are asking of their learners.

When designing activities for learning, a taxonomy such as Bloom’s provides a framework that reminds of us how if we are to see learning taking place the types of thinking that needs to happen.

What the Padagogy Wheel does is provide ideas to learners (and staff) the kinds of apps that can support the different kinds of thinking and learning across Blooms.

The Padagogy Wheel

As learners and teachers think about how they are going to undertake the activities they want to do, this wheel provides ideas of which apps on the iPad could be used to support them.

Of course the iPad and apps would not be the only option open to the learners and that’s where the inner circles of the wheel will help those who don’t have, can’t use or don’t want to use the iPad.

The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License.  Based on a work at http://tinyurl.com/bloomsblog.



Assessing Assessment – ocTEL

This week on ocTEL we’re looking at assessment. As part of my thinking I reflected on the use of quizzes in Moodle.

Designing Moodle quizzes is much more than just been able to use the quiz tool from a technical perspective. There is a real art to crafting questions so that they not only allow the learner to test their understanding, but also require a higher level of thinking.

If we look at the following multiple choice questions, the format of which is one of many different types available on Moodle, it provides the structure and the practitioner provides the question and the answers:

Which is these is a mammal?

Shark
Dog
Spider
Crocodile

This question does not test understanding, most students would be able to guess the answer or would not find it challenging. Within Bloom’s Taxonomy this is testing knowledge only, the bottom layer of the triangle.

Bloom’s Taxonomy

In terms of feedback, you can design Moodle quizzes to provide feedback on questions. So you can explain why their answer is wrong or right and where to look for further information or support.

Onto a similar question:

What is the capital of Australia?

Sydney
Melbourne
Canberra
Melbourne

If we look at this question if you didn’t know the answer then you would need to do some research. However as with the previous question within Bloom’s Taxonomy this is testing knowledge only, the bottom layer of the triangle. It’s more challenging than the first question, but if you didn’t know it already then a quick Google search and you have the right answer.

So what about this question:

Which of these is the odd one out?

Odd One Out

The “problem” with this question is that there is no single right answer. The answer needs an explanation, and it’s the explanation that demonstrates understanding of the question, not the answer.

If we look at Bloom’s Taxonomy it is possible with this question to go all the way to the top.

However Moodle will struggle with assessing a question with no “right” answer and certainly would not be able to assess the explanation.

You could provide generic feedback on why there is no “right” answer, but that may not be useful for all learners. Feedback needs to be personalised to be really effective. Students generally don’t appreciate generic feedback.

This doesn’t mean that Moodle quizzes aren’t an useful tool for checking learning, but its limitations in assessing higher order thinking needs to be considered when designing assessment.