The Use of Bloom’s Taxonomy to Develop Competences in Students of a Business Undergraduate Course
Hong Yuh Ching and Edson Coutinho da Silva
Centro Universitário Fei, Brazil
Volume 12: 2017, pp. 107-126; ABSTRACT
The six categories of Bloom’s taxonomy are not just a scheme of classification, but are a hierarchical organization of cognitive processes according to levels of complexity for the development of expected cognitive objectives. This paper aims to report the experience of planning the educational objectives, instructional activity, assessment and their alignment to develop competences using Bloom’s taxonomy in a university located in the São Paulo region, Brazil. This is a descriptive study with the use of action research as research design. This paper describes four steps of development: (1) engaging and training professors; (2) aligning Bloom’s taxonomy to competences; (3) formulating educational objectives for competences; and (4) planning instructional activities and assessment criteria. Previously, Bloom’s taxonomy had not been used to develop competences in a business undergraduate curriculum. This was the gap found in the literature and the contribution of this paper. The results showed that the students’ average scores improved and that they all recognized that the taxonomy enabled them to apply the acquired knowledge in new situations to help to solve problems. The professors clearly saw improvements in the students’ performance as well as their higher levels of engagement.
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