Application of Bloom's taxonomy in software engineering assessments (original) (raw)

Proceedings of the …, 2008

Bloom's Taxonomy is difficult to apply consistently to assessment tasks in introductory programming courses. The Bloom taxonomy is a valuable tool that could enable analysis and discussion of programming assessment if it could be interpreted consistently. We discuss each of the Bloom classification categories and provide a consistent interpretation with concrete exemplars that will allow computer science educators to utilise Bloom's Taxonomy for programming assessment. Using Bloom's Taxonomy to help design examinations could greatly improve the quality of assessment in introductory programming courses.

How to apply the Bloom taxonomy to software engineering

Eleventh Annual International Workshop on Software Technology and Engineering Practice, 2004

The BLOOM taxonomy is used in the SWEBOK to specify the expected level of understanding of each topic within its Knowledge Areas (KA) for a 'graduate plus four years of experience'. This paper discusses how Bloom's taxonomy could be expanded to be more useful not only for education but also for industry. A new taxonomy that is more applicable to engineering is proposed at the end of this paper. This paper is the result of a workshop held in Amsterdam in September 2003 during the Software Technology and Engineering Practice Conference (STEP 2003).

Qualitative Assessment of Software Engineering Examination Questions with Bloom’s Taxonomy

Indian Journal of Science and Technology, 2016

English is used in many parts of the world as a second or third language. The learners develop the skills of English in order to enhance opportunities for employment, higher quality education, and a good lifestyle. The purpose of this paper is to analytically review and point out the strengths and weaknesses of B.COM final term examination paper of English with special emphasis to Reading Comprehension through the framework of educational objective provided by Bloom's Taxonomy. Moreover, it provides assistance to the competitive authorities in improving their methodology of teaching of English Reading Comprehension and preparing the final term examination paper as per the framework of Bloom's Taxonomy. The sample of the study comprises of reading comprehension exercises presented to students of Undergraduate Standard Examination of Bachelors of Commerce in affiliated colleges of the University of Karachi. The questions consist of reading comprehension of the final examination from the year 2010-2016. The methodology used for the analysis is 'Content Analyses'. Furthermore, all the questions present in reading comprehensions were analyzed separately in order to test their level and underlying educational objectives according to Bloom's taxonomy. With the investigation of these comprehensions, it is revealed that how the skills of students are measured with the examination practice. Moreover, results revealed that there are various lacking and also the examiners are highly focused on the remembering skills of students which are not enough for the students of this era. Therefore, after the results in this, the suggestions are also discussed.

Students’ Assessments in Learning Programming based on Bloom’s Taxonomy

Journal of Computing Research and Innovation

Learning a program is important for all students, not only students from the field of computer science but all fields. Programming languages are different from human communication languages as they have different structural forms. This makes it difficult for beginners especially for non-computer science students to understand the structure of programming languages. Therefore, to learn and understand the programming language more effectively, this article focuses on the important structure in learning a program from the initial stage to the advanced level suitable for non-computer science students. The objective of this article is to suggest important elements that can be assessed on these students which are to measure their understanding as they learn programming languages. The questions proposed to measure students' understanding were based on Bloom's Taxonomy, which covers six levels of understanding. It is hoped that this assessment proposal can act as a guideline for edu...

Software engineering assessments and learning outcomes

Proceedings of the 8th …, 2009

Learning outcomes of software engineering-based courses require assessors to design assessment questions matching defined cognitive levels. This is to ensure students who take software engineering courses are assessed effectively and are imparted with the right level of knowledge and skill-sets. This paper outlines the application of Bloom's Taxonomy in software engineering assessment and the matching of assessments with learning outcomes. Sample questions are given and categorized according to the relevant Bloom's Taxonomy levels. This paper aims to assist software engineering teaching and learning; and improve the quality of software engineering assessment.

Bloom's taxonomy levels for three software engineer profiles

2003

This paper is the product of a workshop held in Amsterdam during the Software Technology and Practice Conference (STEP 2003). The purpose of the paper is to propose Bloom's taxonomy levels for the Guide to the Software Engineering Body of Knowledge (SWEBOK) topics for three software engineer profiles: a new graduate, a graduate with four years of experience, and an experienced member of a software engineering process group. Bloom's taxonomy levels are proposed for topics of four Knowledge Areas of the SWEBOK Guide: software maintenance, software engineering management, software engineering process, and software quality. By proposing Bloom's taxonomy in this way, the paper aims to illustrate how such profiles could be used as a tool in defining job descriptions, software engineering role descriptions within a software engineering process definition, professional development paths, and training programs.

Bloom’s Taxonomy Levels for Three Software Engineer Profiles

Eleventh Annual International Workshop on Software Technology and Engineering Practice, 2003

Planning a Course of a Computer Engineering Program by Bloom's Taxonomy

Journal of Mechanics Engineering and Automation, 2015

The planning of teaching for a course that belongs to an undergraduate program usually begins with the definition of its contents, which are derived from syllabus of a political-pedagogical project. The contents listed are organized in a sequence considered logical. A set of actions is planned, such as lectures, laboratories, among others, through which content will be developed. The previous training of the student is considered, the concurrent and subsequent courses, the context of the course inside the program, the specific and general objectives of the program. A set of assessments is also defined as part of this planning, the associated methodologies, techniques and teaching objectives. In this context, this paper focuses on the aspect of the sequencing of content, methodologies and teaching techniques in a course. For this purpose, the Bloom's Taxonomy of Educational Objectives is applied, which provides a hierarchical structure for the cognitive process. The importance of this hierarchy of knowledge is greater awareness of the teacher about the ways to be adopted in the teaching process.

Over-confidence and confusion in using bloom for programming fundamentals assessment

Proceedings of the 43rd ACM technical symposium on Computer Science Education - SIGCSE '12, 2012

A computer science student is required to progress from a novice programmer to a proficient developer through the programming fundamentals sequence of subjects. This paper deals with the capturing and representation of learning progression. The key contribution is a web-based interactive tutorial that enables computer science tutors and lecturers to practice applying the Bloom Taxonomy in classifying programming exam questions. The tutorial captures participant confidence and self-explanations for each Bloom classification exercise. The results of an evaluation with 10 participants were analyzed for consistency and accuracy in the application of Bloom. The confidence and selfexplanation measures were used to identify problem areas in the application of Bloom to programming fundamentals. The tutorial and findings are valuable contributions to future ACM revisions, which are expected to have a continued emphasis on Bloom .

Application of Bloom's taxonomy in software engineering assessments (original) (raw)

Related papers