Evaluation of Web-based “Quest-type” Formats using Bloom’s Taxonomy
by
Diana F. Abernathy Dell
A Paper Presented in Partial Fulfillment
Of the Requirements of
PC501E: Directed Study Program Completion Strategies for Education
March, 2003
Address: / 331 Fairview DriveCity, State, Zip: / Union, MO 63084
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Instructor: / Elizabeth Bruch
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Abstract
Educators are progressively utilizing the Internet more as an instructional tool rather than as a mere source of information. In the last decade, numerous web-based “quest-type” activity formats have been developed. The increasing importance of information-processing skills demands that these formats incorporate higher level thinking skills. Bloom’s Taxonomy of the Cognitive Domain serves as a measure by which to evaluate these activity formats. A review of the six levels of the taxonomy is provided. The subsequent evaluation and categorization of the “quest-type” activity formats based on the incorporation of higher level thinking skills is included.
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Table of Contents
Table of Contents ii
List of Tables iii
List of Figures (if figures used) iv
Introduction 1
A Review of Bloom’s Taxonomy 1
Description of Web-based “Quest” Formats 5
Description and Analysis of WebQuest Formats 6
Description and Analysis of MiniQuest Formats 13
Conclusion 16
References 17
List of Tables
Table 1: A guide to the lower levels of Bloom’s Taxonomy of the Cognitive Domain 4
Table 2: A guide to the higher levels of Bloom’s Taxonomy of the Cognitive Domain 5
Table 3: Evaluation of WebQuest formats with Bloom’s Taxonomy 11
Table 4: Evaluation of MiniQuest formats with Bloom’s Taxonomy 15
List of Figures
Figure 1: Bloom’s Taxonomy of the Cognitive Domain 2
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Evaluation of “Quest” Formats using Bloom’s Taxonomy
Introduction
In 1956, a group of educational psychologists, headed by Benjamin Bloom, released Bloom's Taxonomy of the Cognitive Domain as a categorization of educational goals and objectives. The main premise of the taxonomy is that educational goals and objectives can be arranged in a hierarchy from less to more complex (Bloom, 1956). This taxonomy has remained in use since its inception. Educators seeking to engage learners in meaningful learning experiences refer to the taxonomy with the understanding that the categories near the top of the hierarchy require more processing of information. These upper categories have become known as higher order thinking skills. (Lane, 2000)
As we move into the information age, information-processing skills are more important than ever. Mere knowledge of subject matter is not sufficient. Learners need to engage in analysis, synthesis and evaluation of information. Educators are increasingly employing the Internet as an instructional tool (McKenzie, 1987). In recent years, several web-based “quest-type” formats have emerged. Evaluation of these formats using Bloom’s Taxonomy is the rationale of this paper.
A Review of Bloom’s Taxonomy
Bloom’s Taxonomy is a classification of educational objectives used for developing thinking skills. It serves as a model that assists educators in presenting ideas and concepts at a variety of different levels. (Bo-Linn) The first three levels of knowledge, comprehension, and application are often referred to as lower order thinking skills. The remaining levels of analysis, synthesis, and evaluation are therefore known as higher order thinking skills. (See Figure 1.)
Bloom’s Taxonomy of the Cognitive DomainDifficulty
/ Evaluation / Higher Order Thinking Skills
Synthesis
Analysis
Application / Lower Order Thinking Skills
Comprehension
Knowledge
Figure 1
Understanding the verbs associated with each level will allow educators to write objectives, plan activities, and require learning products that evoke higher order thinking skills (Teach-nology, 2000). Each level is explained is detail in the paragraphs that follow. Table 1 summarizes the verbs, skills, and tasks that correlate with the lower levels of Bloom’s Taxonomy. Table 2 summarizes the higher order skills.
Knowledge
Bloom’s knowledge level represents the lowest level of learning outcomes in the cognitive domain. The knowledge level refers to the recollection of previously learned material. This may entail the recall of a diverse range of information, from particular facts to entire theories. All that is required is of learners at this level is bringing to mind accurate information. (Bloom, 1956)
Comprehension
The next level in Bloom’s hierarchy, comprehension, goes one step beyond the straightforward remembering of information. Comprehension is defined as the ability to grasp the meaning of information. This level represents the lowest level of understanding. Comprehension of information is demonstrated by such activities as translating information from one from to another, explaining, summarizing, and predicting consequences or effects (Bloom, 1956).
Application
Learning outcomes at the application level require a greater level of understanding than those of the comprehension level. Application is the ability to use learned information in new and concrete situations. This level incorporates the application of such things as rules, procedures, hypotheses, principles, laws, and theories (Bloom, 1956).
Analysis
Learning outcomes at the analysis level represent a higher intellectual level than comprehension and application because analysis necessitates an understanding of both the subject matter and the structural form of the information. Analysis refers to the ability to break information into parts so that its organizational structure may be comprehended. This may include the identification of the parts that make up the whole, investigation of the relationship between parts, and recognition of the organizational principles involved. (Bloom, 1956)
Synthesis
Learning outcomes at the synthesis area emphasize the production of new patterns or structure using creative thought. Synthesis is the ability to put parts together to form a new and different whole. This may involve the creation of a distinctive written product, a plan for solving a problem, or a set of rules for a classification system (Bloom, 1956).
Evaluation
Learning outcomes in the evaluation level represent the highest thinking skills. When working at this level, learners must combine elements from all the other levels, plus incorporate the ability to judge the value of information. Evaluations or judgments may be based on clear-cut or vague standards of excellence. Learners must explain conclusions with evidence from the information being evaluated. (Bloom, 1956)
Table 1: A guide to the lower levels of Bloom’s Taxonomy of the Cognitive Domain
Level /Skills Demonstrated
/Associated Verbs
/Associated Tasks
Lower Order Thinking Skills /Knowledge
/ 1. observation and recall of information such as vocabulary words2. knowledge of dates, events, places, people
3. knowledge of key ideas
4. mastery of subject matter / list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name / 1. Label the diagram of the Solar System.
2. Match definitions with correct terms.
Comprehension
/ 1. understanding information2. grasp meaning
3. translate knowledge into new context
4. interpret facts, compare, contrast
5. order, group, infer causes
6. predict consequences / summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend, outline / 1. Contrast the American Revolution and the Civil War.
2. Describe the setting of the story.
Application
/ 1. use information2. use methods, concepts, theories in new situations
3. solve problems using required skills or knowledge / apply, show, relate, demonstrate, calculate, solve, complete, illustrate, examine, modify, change, classify, experiment / 1. Illustrate a circuit that will turn two lights off and on.
2. Demonstrate friction between various materials.
Table 2: A guide to the higher levels of Bloom’s Taxonomy of the Cognitive Domain
Level / Skills Demonstrated / Associated Verbs / Associated Tasks
Higher Order Thinking Skills / Analysis / 1. seeing patterns
2. organization of parts
3. recognition of hidden meanings
4. identification of components / analyze, separate, order, explain, connect, infer classify, arrange, divide, compare, select, explain, / 1. Compare the government of the USA and Cuba.
2. Classify shapes based on geometric attributes.
Synthesis / 1. use old ideas to create new ones
2. generalize from given facts
3. relate knowledge from several areas
4. predict, draw conclusions / combine, integrate, modify, rearrange, substitute, plan, create, design, invent, compose, formulate, generalize / 1. Assume the role of a wagon master and create a journal written in his point of view.
2. Design a useful gadget that incorporates 3 simple machines.
Evaluation
/ 1. discriminate between ideas2. assess value of theories, presentations
3. make choices based on reasoned argument
4. verify value of evidence
5. recognize subjectivity / assess, decide, rank, grade, test, measure, select, recommend, convince, judge, explain, support, discriminate, conclude / 1. Evaluation the living conditions of three cities and rank them from best to worst.
2. Select the best children’s author and explain the selection criteria
Description of Web-based “Quest” Formats
As technology integration increases in K-12 classrooms, the Internet is being utilized as an instructional tool as well as a source of information. This has spurred the development of several web-based activity formats. The most common formats utilize the structure of a “quest.” Bernie Dodge pioneered the development of the format known as WebQuests. Over the past decade, twelve different variations of WebQuest have evolved. In addition, Internet Innovations, Incorporated modified the basic structure of the WebQuest and developed the format known as MiniQuests. Three distinct instructional designs now exist for MiniQuests. All of the variations of “quest” formats are described below and are evaluated, using Bloom Taxonomy, regarding the ability to evoke higher level thinking skills. Table 3 summarizes the evaluation results of WebQuests. Table 4 summarizes the results of the evaluation of MiniQuests.
Description and Analysis of WebQuests Formats
Bernie Dodge developed the WebQuest format in 1995. “A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation.”(Dodge, 1995) In an interview conducted by Education World, Bernie Dodge is quoted as saying,
“The key idea that distinguishes WebQuests from other Web-based experiences is this: A WebQuest is built around an engaging and doable task that elicits higher order thinking of some kind. It's about doing something with information. The thinking can be creative or critical, and involve problem solving, judgment, analysis, or synthesis. The task has to be more than simply answering questions or regurgitating what's on the screen. Ideally, the task is a scaled down version of something that adults do on the job, outside school walls.” (Dodge as quoted by Starr, 2000)
All WebQuests share six essential sections: Introduction, Task, Process, Evaluation, and Conclusion. The purpose of the Introduction is to engage the learner and reveal the essential question around which the WebQuest is based. The Task describes the end result of the learner activities. The Process outlines the steps the learners will follow to accomplish the task and may include scaffolding tools that assist learners in organizing information. The Evaluation describes the criteria needed to meet performance and content standards and is frequently presented in the form of a rubric. The Conclusion brings about closure and promotes reflection or further thought. (Building Blocks for WebQuests)
“The task is the single most important part of a WebQuest. It provides a goal and focus for learner energies and it makes concrete the curricular intentions of the designer. A well designed task is doable and engaging, and elicits thinking in learners that goes beyond rote comprehension.” (Dodge, 2002) Dodge classifies WebQuests based on their task type. Since the development of the WebQuest, twelve different task format categories have emerged. These categories are described and evaluated below. Table 3 summarizes the evaluation results of WebQuests.
Retelling Tasks
Retelling tasks require learners to understand information about a topic and then show that they have understood it. They serve to provide a simple introduction to the use of the Internet as a source of information. Learners are most frequently asked to demonstrate their understanding by way of PowerPoint or HyperStudio presentations, posters, or short reports (Dodge, 2002). Due to their introductory nature, retelling tasks entail the lower level thinking skills of Knowledge and Comprehension.
Compilation Tasks
A compilation task acquaints learners with a body of knowledge and gives them opportunities to reorganize and chunk information obtained from varying sources in an assortment of formats. Thinking skills required to complete compilation tasks vary can be raised to higher levels if learners are asked to transform the information. For example, compiling a list of websites on a specific topic requires less thought than gathering information presented in one format and transforming it into a different format (Dodge, 2002). Due to their varying difficulty, compilation tasks may fall into the lower levels of Knowledge and Comprehension but also the higher levels of Analysis, Synthesis, and Evaluation.
Mystery Task
A mystery task requires the combination of information from many of sources to solve a puzzle or unknown. Well-written mystery tasks cannot be solved simply by locating the answer on a specific page. Instead, the task should require that learners use information from many sources, and then put the information together by making inferences or generalizations. The thinking skills required can be elevated by structuring the mystery in such a way that learners must eliminate false trails that seem to be probable answers (Dodge, 2002). Mystery task elicit the thinking skills of Application, Analysis, Synthesis and Evaluation.
Journalistic Task
Journalistic tasks require that learners act like reporters covering an event. It requires gathering facts and organizing them into an account within the genres of newspaper and magazine writing. Accuracy and lack of bias is desired and creative interpretation is not (Dodge, 2002). Journalistic tasks require the thinking skills of Knowledge, Comprehension, and Synthesis.
Design Task
A design task calls for learners to create a product or plan of action that achieves a pre-established goal and works within specified limitations. For example, learners may be asked to design an ideal product and stay within a specified budget or other restrictions (Dodge, 2002). Design tasks address Bloom’s levels of Synthesis and Evaluation.
Creative Product Tasks