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Application of Bloom's Taxonomy in Curriculum Design

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10 views4 pages

Application of Bloom's Taxonomy in Curriculum Design

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faculty.engineering2010
Copyright
© © All Rights Reserved
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APPLICATION OF BLOOM’S TAXONOMY IN CURRICULUM DESIGN

Bloom’s Taxonomy is a framework for categorizing educational goals into a structured hierarchy
of cognitive processes. It is particularly effective for designing curricula that ensure the
progression of knowledge, skills, and competencies across academic levels. In the context of
revising the curriculum for the Department of Electrical and Electronic Engineering, Bloom’s
taxonomy can serves as a guide to align learning outcomes with the depth and complexity
appropriate for undergraduate, master's, and PhD levels.

1. Understanding Bloom's Taxonomy


Bloom’s Taxonomy is traditionally represented as a pyramid with six levels (see Figure 1), moving
from lower-order thinking skills (Remembering, Understanding, Applying) to higher-order
thinking skills (Analysing, Evaluating, Creating):
1. Remembering: Recall basic facts and concepts.
2. Understanding: Explain ideas or concepts.
3. Applying: Use knowledge in new situations.
4. Analysing: Break information into parts and explore relationships.
5. Evaluating: Make judgments and justify decisions.
6. Creating: Produce new or original work.

Figure 1: Bloom’s Taxonomy

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This hierarchy ensures that as students’ progress through their education, they move from
foundational knowledge acquisition to advanced critical thinking and innovative problem-solving.

2. Application of Bloom’s Taxonomy in Curriculum Development


In designing curricula, Bloom’s Taxonomy can guide in structuring learning outcomes and course
content across academic levels. Below I provide some examples of how Bloom’s taxonomy can
be applied for Commissions 1 and 2:
A. Use cases of Bloom’s Taxonomy by Commission 1: Common Undergraduate Curriculum
(Years 1 and 2)
▪ Focus: Foundational knowledge and basic applications.
▪ Bloom’s Levels: Emphasis on Remembering, Understanding, and Applying.
Examples:
Course 1: Mathematics for Engineering:
▪ Remembering: Define basic mathematical principles (e.g., linear algebra, calculus).
▪ Understanding: Explain how calculus is used to solve engineering problems.
▪ Applying: Use matrices to solve electrical circuits.
Course 2: Introduction to Circuit Design:
▪ Remembering: Identify basic circuit components (e.g., resistors, capacitors, inductors).
▪ Understanding: Explain how components work together in a simple circuit.
▪ Applying: Design a simple series and parallel circuit.
B. Use cases of Bloom’s Taxonomy by Commission 2: Telecommunications Engineering
Curriculum
Undergraduate (Years 3 and 4)
▪ Focus: Intermediate-level applications and introductory analysis.
▪ Bloom’s Levels: Emphasis on Applying and Analysing.
Examples:
Course: Digital Communications:
▪ Applying: Use modulation techniques in communication systems.
▪ Analysing: Compare the efficiency of different modulation techniques

Master's Level
▪ Focus: Advanced applications, in-depth analysis, and beginning evaluation.
▪ Bloom’s Levels: Emphasis on Analysing and Evaluating.

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Example:
Course: Wireless Networks:
▪ Analysing: Examine the performance of wireless network protocols under different traffic
conditions.
▪ Evaluating: Recommend network designs based on data throughput and latency analysis.

PhD Level
▪ Focus: Original research, critical evaluation, and creation of new knowledge.
▪ Bloom’s Levels: Emphasis on Creating.
Example:
Course: Advanced Topics in Telecommunications:
▪ Creating: Develop a novel algorithm to reduce handover failure rate in 5G Networks

3. Practical Steps for Using Bloom’s Taxonomy


a. Define Learning Outcomes:
▪ Use Bloom's action verbs (e.g., "Define," "Analyse," "Design") to articulate clear
objectives for each course and level.
b. Map Progression:
Ensure that the learning outcomes at each level build progressively upon those of the previous one.
For instance:
▪ Undergraduate: Define modulation techniques.
▪ Master's: Analyse the effectiveness of various modulation techniques.
▪ PhD: Design a new modulation scheme for IoT devices.
c. Incorporate Assessment Methods:
Design assessments that match the cognitive levels of Bloom’s Taxonomy:
▪ Undergraduate: Multiple-choice questions, structured questions, basic problem-solving.
▪ Master's: Case studies, critical analysis projects.
▪ PhD: Research proposals, thesis work.
References

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1. Sharunova, A., Wang, Y., Kowalski, M., & Qureshi, A. J. (2022). Applying Bloom’s
taxonomy in transdisciplinary engineering design education. International Journal of
Technology and Design Education, 32(2), 987-999.
2. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of
Educational Objectives by Lorin W. Anderson and David R. Krathwohl
3. https://tips.uark.edu/using-blooms-taxonomy/#gsc.tab=0

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