research-article

Bloom's taxonomy revisited: specifying assessable learning objectives in computer science

Authors:

Christopher W. Starr,

Bill Manaris,

RoxAnn H. StalveyAuthors Info & Claims

SIGCSE '08: Proceedings of the 39th SIGCSE technical symposium on Computer science education

Pages 261 - 265

https://doi.org/10.1145/1352135.1352227

Published: 12 March 2008 Publication History

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Abstract

Traditionally, Bloom's Taxonomy has been used for creating exams and other student assessment instruments. In this paper, we advocate its use for specifying learning outcomes in computer science prior to assessment. We have found, over a period of three years, that this facilitates programmatic assessment and related accreditation activities; it benefits instructors selecting pedagogical tools and assignments; and it enhances communication among faculty engaged in curricular development. We describe Bloom's Taxonomy, illustrate a simple process for applying it in computer science (and other disciplines), and present a case study of how it may be applied in a CS1 course. We believe this process has considerably strengthened our department's assessment program and its ability to maintain its ABET accreditation.

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Bloom's taxonomy revisited: specifying assessable learning objectives in computer science
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Model curricula

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Published In

SIGCSE '08: Proceedings of the 39th SIGCSE technical symposium on Computer science education

March 2008

606 pages

ISBN:9781595937995

DOI:10.1145/1352135

General Chairs:
J. D. Dougherty
Haverford College
,
Susan Rodger
Duke University
,
Program Chairs:
Sue Fitzgerald
Metropolitan State University
,
Mark Guzdial
Georgia Institute of Technology

ACM SIGCSE Bulletin Volume 40, Issue 1
SIGCSE 08
March 2008
549 pages
ISSN:0097-8418
DOI:10.1145/1352322
Issue’s Table of Contents

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Published: 12 March 2008

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March 12 - 15, 2008

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https://dl.acm.org/doi/10.1145/3652620.3687773
Wang CPeng JHe X(2024)Effects of flipped blended learning based on assessment: an action research study in translation technology educationTechnology, Pedagogy and Education10.1080/1475939X.2024.236474033:5(613-628)Online publication date: 17-Jun-2024
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