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首页> 外文会议>IEEE International Conference on MOOCs, Innovation and Technology in Education >Analysis on Cognitive Thinking of an Assessment System Using Revised Bloom's Taxonomy
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Analysis on Cognitive Thinking of an Assessment System Using Revised Bloom's Taxonomy

机译：基于修订版布鲁姆分类法的评估系统的认知思维分析

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摘要

Teaching and learning is an important process in any educational system to evaluate the performance of both students and the entire system. To meet the great demands for educators and to fill the gap between teaching-learning process and learning outcomes, a great shift is required in an assessment system. Assessment being an important performance measure, it should give an opportunity to students to explore their thinking skills. The present study focuses on analyzing the thinking skills present in an assessment using revised Blooms Taxonomy standards. Three different categories of courses have been considered for the present analysis to study the different thinking skills that are present in an assessment paper. It also analyzes the complexity level present in an assessment and to know the quality of the system. Present study uses a weight-based data mining approach to classify the Blooms categories and the thinking levels associated with that. This study also reveals that the identifying the thinking levels is not same for all kinds of course types.
机译：在任何教育系统中，教学都是评估学生和整个系统性能的重要过程。为了满足对教育工作者的巨大需求并填补教学过程与学习成果之间的空白，评估系统需要进行重大转变。评估是一项重要的绩效指标，它应为学生提供探索其思维能力的机会。本研究重点在于使用修订的Blooms分类标准对评估中存在的思维技能进行分析。本分析考虑了三种不同类别的课程，以研究评估文件中存在的不同思维技能。它还分析了评估中存在的复杂性级别并了解系统的质量。当前的研究使用基于权重的数据挖掘方法对Blooms类别和与此相关的思维水平进行分类。这项研究还表明，确定各种课程类型的思维水平并不相同。

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