Bloom's revised taxonomy as a support for the writing of learning outcomes and constructive alignment.

Bloom's revised taxonomy as a support for the writing of learning outcomes and constructive alignment.

Authors

DOI:

https://doi.org/10.22458/ie.v25i38.4529

Keywords:

learning, higher education, teaching, evaluation, pedagogy, curriculum, taxonomy

Abstract

The purpose of this essay is to explain the importance of Bloom's revised taxonomy in the writing of learning outcomes, for which recommendations for its use are proposed. The document mentions the need to generate educational proposals that are more closely linked to the social context, which is why policies have been issued to promote the design and implementation of student-centered curricula. In this sense, the work developed by authors such as Kennedy (2006) and Biggs and Tang (2011) for the writing of learning outcomes is addressed. Finally, it is developed with an example, the coherence that should exist between learning outcomes, assessment and implementation of teaching-learning strategies, in the formative process of the student population, understood as constructive alignment. It is concluded that although taxonomies are a guide that proposes a hierarchical classification of the levels of development of cognitive and knowledge processes, their use should go from being a mechanical task to a process of reflection on the object of study of an academic discipline. Also, on the importance of carrying out the process of designing the results in work teams, with training on their elaboration and the use of taxonomies, for which the participation and accompaniment of experts in curricular matters becomes an essential requirement.

Author Biographies

Livieth Gamboa Solano, Universidad de Costa Rica

Teacher and researcher at the Atlantic Campus of the University of Costa Rica (UCR), she holds a master's degree in Computer Science and Informatics from this institution. She teaches database courses in the Business Informatics program. She has participated in research projects related to curriculum mapping and agromática. She has also participated in social action projects in the field of university community work and teaching extension. In administrative management, she has participated in the coordination of Student Life and Social Action of the Atlantic Campus.

María Gabriela Guevara Mora, Universidad de Costa Rica

At the Atlantic Campus of the University of Costa Rica (UCR), he is a professor of Business Informatics, teaching introductory courses in computer science and programming. He has a bachelor's degree in Computer Systems Engineering and a master's degree in Business Administration and Management. Among the lines of research she has been working on, the curriculum mapping stands out. In the area of university management, he has been in charge of the coordination of the Business Informatics career, the Teaching Coordination of the Atlantic Headquarters, as well as the participation in commissions, among them the Inter-headquarters Teaching Commission, which is in charge of updating the curriculum of the Business Informatics career.

Álvaro Mena, Universidad de Costa Rica

Professor and researcher of the Business Informatics career at the Atlantic Campus of the University of Costa Rica (UCR). He holds two master's degrees from the Tecnológico de Costa Rica, one in information systems and the other in business project management. Among the lines of research he has worked on are curriculum mapping and automatic generation of unit test code. For the Business Informatics career he has taught courses in the areas of programming, algorithms, software development and software engineering. In the area of university management, he has served as coordinator of the Business Informatics career at the Paraíso Campus of the UCR and has coordinated the Self-Evaluation and Quality Management Commission of the career, among other positions.

Ana Cristina Umaña Mata, Universidad Estatal a Distancia

In her training she has a PhD in Education (Nova Southesterm University, USA , Postgraduate in Curriculum Planning (UCR). Since March 2018 she has been the coordinator of the Doctorate in Education at UNED. She was Coordinator of the Curriculum Design and Learning Assessment Program at UNED from 2007 to February 2018. Extensive experience as a postgraduate teacher in the field of educational technology, an area in which she has also developed part of her research and publications.

References

Alfauzan, A. A. H. y Tarchouna, N. (2017). The Role of an Aligned Curriculum Design in the Achievement of Learning Outcomes. Journal of Education and E-Learning Research, 4(3), 81-91. https://eric.ed.gov/?id=EJ1155827

Anderson, L. W.; Krathwohl, D. R.; Airasian, P. W.; Cruikshank, K. A.; Mayer, R. E.; Pintrich, P. R.; Raths, J. y Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational objectives. Addison Wesley Longman Inc. http://bit.ly/3Epvkm7

Biggs, J., y Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw-Hill. http://bit.ly/3NXm4cd

Brown, S. (2019). Software architecture for developers: Visualise, document and explore your software architecture. Leanpub.

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Consejo Superior Universitario Centroamericano. (2018). Marco de cualificaciones para la educación superior centroamericana (MCESCA): resultados de aprendizaje esperados para los niveles técnico superior universitario, bachillerato universitario, licenciatura, maestría y doctorado. Editorial Serviprensa. http://bit.ly/3TvOMSz

Eisner, E. W. (2000). Benjamin Bloom: 1913-99. Prospects, 30(3), 387-395. http://dx.doi.org/10.1007/BF02754061

Kennedy, D. (2006). Redactar y utilizar resultados de aprendizaje. Un manual práctico. University College Cork. https://cora.ucc.ie/handle/10468/1613

Krathwohl, D. R. (2002). A revision of bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212-218. https://www.tandfonline.com/doi/abs/10.1207/s15430421tip4104_2

Published

2023-01-24

How to Cite

Gamboa Solano, L., Guevara Mora, M. G., Mena, Álvaro, & Umaña Mata, A. C. (2023). Bloom’s revised taxonomy as a support for the writing of learning outcomes and constructive alignment. Innovaciones Educativas, 25(38), 140–155. https://doi.org/10.22458/ie.v25i38.4529
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