Bloom’s Taxonomy (Cognitive Domain) in Higher Education Settings: Reflection Brief

Irfan Hyder, Shelina Bhamani

Abstract


The role of taxonomy of objectives is considered to be one of the
most imperative elements in curriculum designing and drafting of
learning outcomes and objectives. Several educationists and academicians have regarded this model in facilitating learning achievement from lower level knowledge acquisition to higher order thinking. However, a few others have critiqued this phenomenon by reconnoitering its implications on segmentation of knowledge application into a hierarchical model, that may restrict learners, specifically in higher
education settings to limit their acquisition of a concept. Moreover,
students’ learning and motivation are hampered while undergoing
such an intensive, structured assessment of those learning outcomes.
This reflection brief will appraise and reflect in favour of the various
critiques established around the phenomenon of progressive Bloom’s
taxonomy and will briefly discuss the idea of reversing the level of
taxonomy in higher education settings to sustain student learning
motivation.


Keywords


Blooms taxonomy, higher education, learning objectives

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DOI: http://dx.doi.org/10.22555/joeed.v3i2.1039

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Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License