Electronic Proceedings of the Twenty-eighth Annual International Conference on Technology in Collegiate Mathematics

Atlanta, Georgia, March 10-13, 2016

Paper A010

This is an electronic reprint, reproduced by permission of Pearson Education Inc. Originally appeared in the Proceedings of the Twenty-eighth Annual International Conference on Technology in Collegiate Mathematics, ISBN 013480029X, Copyright (C) 2017 by Pearson Education, Inc.

Recontextualizing Bloom's Taxonomy: Quantitative Measures in Formative Curriculum Assessments and Program Evaluations

Anthony Clemons

Columbia University

Aaron Smith

University of Central Florida

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ABSTRACT

This article outlines the epistemology, utility, and methodology for formatively evaluating the cognitive achievement of curriculum using a quantifiable assessment process. Building on previous studies, we use Bloom's taxonomy as the quantitative framework for curriculum assessment and implement a three-part evaluation vehicle based on a modified Delphi technique. During Delphi One learning objectives from individual course lessons are coded based on the taxonomical verbiage. In Delphi Two a six-part quantitative curriculum assessment is conducted to determine whether there is progressive cognitive continuity. Delphi Three then requires a holistic curriculum analysis to ensure content alignment with taxonomical objectives and content revisions and objective recoding based on the results of Delphi Two's measures. A quantitative reassessment must then be conducted as one of the final steps of this Delphi to account for those revisions. We conjecture that this technique's utility can only be realized with the use of articulated course learning outcomes and assessable learning objectives for a course's lessons. We recommend this methodology be implemented as part of a curriculum development process and a follow-up study be conducted to determine effectiveness.

Keyword(s): assessment, pedagogy