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A Pragmatic Master List of Action Verbs for Bloom's Taxonomy

Phil Newton Orcid Logo, Ana Sergio Da Silva Orcid Logo, Lee George Peters

Frontiers in Education, Volume: 5

Swansea University Authors: Phil Newton Orcid Logo, Ana Sergio Da Silva Orcid Logo

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DOI (Published version): 10.3389/feduc.2020.00107

Abstract

Bloom's Taxonomy is an approach to organizing learning that was first published in 1956. It is ubiquitous in UK Higher Education (HE), where Universities use it as the basis for teaching and assessment; Learning Outcomes are created using suggested verbs for each tier of the taxonomy, and these...

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Published in: Frontiers in Education
ISSN: 2504-284X
Published: Frontiers Media SA 2020
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URI: https://cronfa.swan.ac.uk/Record/cronfa54688
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spelling 2020-08-21T17:16:52.0341411 v2 54688 2020-07-12 A Pragmatic Master List of Action Verbs for Bloom's Taxonomy 6e0a363d04c407371184d82f7a5bddc8 0000-0002-5272-7979 Phil Newton Phil Newton true false de3fd9cf472af81153330806963ac7a9 0000-0001-7262-0215 Ana Sergio Da Silva Ana Sergio Da Silva true false 2020-07-12 PMSC Bloom's Taxonomy is an approach to organizing learning that was first published in 1956. It is ubiquitous in UK Higher Education (HE), where Universities use it as the basis for teaching and assessment; Learning Outcomes are created using suggested verbs for each tier of the taxonomy, and these are then “constructively aligned” to assessments. We conducted an analysis to determine whether there is consensus regarding the presentation of Bloom's Taxonomy across UK HE. Forty seven publicly available verb lists were collected from 35 universities and textbooks. There was very little agreement between these lists, most of which were not supported by evidence explaining where the verbs came from. We were able to construct a pragmatic “master list” of action verbs by using a simple majority consensus method. We were also able to construct a master list of commonly recommended “verbs to avoid.” These master lists should be useful for anyone tasked with using Bloom's Taxonomy to write Learning Outcomes for assessment. However, our findings raise broader questions about the evidence base which underpins a common approach to teaching and assessment in UK HE and education generally. Journal Article Frontiers in Education 5 Frontiers Media SA 2504-284X learning outcomes, pragmatism, evidence-based education, Blooms taxonomy, assessment, constructive alignment 10 7 2020 2020-07-10 10.3389/feduc.2020.00107 COLLEGE NANME Medicine COLLEGE CODE PMSC Swansea University 2020-08-21T17:16:52.0341411 2020-07-12T07:46:02.8875854 Phil Newton 0000-0002-5272-7979 1 Ana Sergio Da Silva 0000-0001-7262-0215 2 Lee George Peters 3 54688__18017__e178e8a91c0b485bbfec0e49f1382490.pdf 54688.pdf 2020-08-21T17:15:41.3696635 Output 192353 application/pdf Version of Record true Released under the terms of a Creative Commons Attribution License (CC-BY). true English http://creativecommons.org/licenses/by/4.0/
title A Pragmatic Master List of Action Verbs for Bloom's Taxonomy
spellingShingle A Pragmatic Master List of Action Verbs for Bloom's Taxonomy
Phil Newton
Ana Sergio Da Silva
title_short A Pragmatic Master List of Action Verbs for Bloom's Taxonomy
title_full A Pragmatic Master List of Action Verbs for Bloom's Taxonomy
title_fullStr A Pragmatic Master List of Action Verbs for Bloom's Taxonomy
title_full_unstemmed A Pragmatic Master List of Action Verbs for Bloom's Taxonomy
title_sort A Pragmatic Master List of Action Verbs for Bloom's Taxonomy
author_id_str_mv 6e0a363d04c407371184d82f7a5bddc8
de3fd9cf472af81153330806963ac7a9
author_id_fullname_str_mv 6e0a363d04c407371184d82f7a5bddc8_***_Phil Newton
de3fd9cf472af81153330806963ac7a9_***_Ana Sergio Da Silva
author Phil Newton
Ana Sergio Da Silva
author2 Phil Newton
Ana Sergio Da Silva
Lee George Peters
format Journal article
container_title Frontiers in Education
container_volume 5
publishDate 2020
institution Swansea University
issn 2504-284X
doi_str_mv 10.3389/feduc.2020.00107
publisher Frontiers Media SA
document_store_str 1
active_str 0
description Bloom's Taxonomy is an approach to organizing learning that was first published in 1956. It is ubiquitous in UK Higher Education (HE), where Universities use it as the basis for teaching and assessment; Learning Outcomes are created using suggested verbs for each tier of the taxonomy, and these are then “constructively aligned” to assessments. We conducted an analysis to determine whether there is consensus regarding the presentation of Bloom's Taxonomy across UK HE. Forty seven publicly available verb lists were collected from 35 universities and textbooks. There was very little agreement between these lists, most of which were not supported by evidence explaining where the verbs came from. We were able to construct a pragmatic “master list” of action verbs by using a simple majority consensus method. We were also able to construct a master list of commonly recommended “verbs to avoid.” These master lists should be useful for anyone tasked with using Bloom's Taxonomy to write Learning Outcomes for assessment. However, our findings raise broader questions about the evidence base which underpins a common approach to teaching and assessment in UK HE and education generally.
published_date 2020-07-10T04:08:22Z
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score 11.016235

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