A Model of Designing Online Assignments Based on the Revision of Bloom's Taxonomy

A Model of Designing Online Assignments Based on the Revision of Bloom's Taxonomy

Congwu Tao (Virginia Tech, USA)
Copyright: © 2016 |Pages: 8
DOI: 10.4018/978-1-5225-0347-7.ch011
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Abstract

Online assignments play an important role in online teaching and learning, and the revised Bloom's Taxonomy has been proved to be valuable for real teaching and learning. But few research efforts are put into combining online assignment design with the revised Bloom's Taxonomy. This chapter is to propose a model of designing online assignments based on the revised Bloom's Taxonomy, which can be used as a guide for online instructor to design a comprehensive online assignment with helping the students to master the four types of knowledge–factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge–and at the same time help the students develop the six-stage cognitive process.
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Types Of Online Assignments

An assignments could provide a relative practice of the current lesson, prepare for the upcoming lesson, and extend the students’ thinking on a subject-domain, as well as draw on the students’ creative work for solving some real problems in their lives. But the amount and types of assignments should be designed based on students’ developmental levels, since the shorter and more frequent assignments may be more effective than the longer but fewer assignments (Cooper, 2007). Therefore, providing what types of assignments for students, and when to provide these assignments need to be carefully taken into account.

An online assignments may include one or more formats as follows: 1) single-choice questions; 2) multi-choice questions; 3) true-false questions; 4) matching questions; 5) fill-in-the-blank questions; 6) concept mapping question; 7) short answer questions; 8) essays ; 9) programming or application tasks; 10) design and development tasks; 11) polls; 12) surveys; 13) quizzes; 14) discussion board posts and contributes; 15) blogs; 16) wiki posts; 17) peer-reviewed journal article reviews; 18) literature review of a topic; 19) personal or group project presentations and reports; 20) collaborative writing assignments; 21) paper tasks related to course content; 22) field tasks or case studies related to real life conditions; 23) simulations or role plays; 24) portfolios, and 25) reflection tasks.

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