The suggested formula can be used to control for  the difference in difficulty between different exams. This allows researchers to weigh courses and exams differently based on the perceived difficulty of the exam content. However, to assign a Weighted Bloom's Index to a exam or question, special training is needed.


Weighted Bloom's Index

Lan, W. H., & Chern, C. L. (2010). Using Revised Bloom's Taxonomy to analyze reading comprehension questions on the SAET and the DRET. Contemporary Educational Research Quarterly, 18(3), 165-206.

Using Revised Bloom's Taxonomy to Analyze Reading Comprehension Questions on the SAET and the DRET

The categories were ordered from simple to complex and from concrete to abstract. It is  represented a cumulative hierarchy.
- Knowledge
-  Comprehension
- Application
- Analysis
- SyNthesis
- Evaluation

(Original) Bloom's Taxonomy Cognitive Damian

- Recall
- Comprehension
- Application
- Analysis
- Evaluation
- Creation

Revised Bloom's Taxonomy

Bloom's taxonomy is a set of three hierarchical models used for classification of educational learning objectives into levels of complexity and specificity.

- cognitive domain (knowledge-based)
- affective domain (emotion-based)
- psychomotor domains (action-based)

Domains of Bloom's Taxonomy of Learning

A proposed hierarchy of understanding that can be used to evaluate a student's comprehension of a topic. From the highest level to the lowest level of understanding, they are:
- Creation / Create
- Evaluation / Evaluate
- Analysis / Analyze
- Application / Apply
- Comprehension / Understand
- Knowledge / Remember


University of Illinois at Urbana-Champaign

Indiana University

- Cognitive theory of drawing construction
- Learning by conceptual level
- Expectancy-valence theory
- Self-determination Theory (SDT)
- Modes of learning
- Efficacy of Traditional Teaching Methods
- Constructivism
- Engagement
- Learning Analytics (LA)
- Community of Inquiry Framework (CoI)
- Achievement Gap in Education
- Desirable difficulties

Focuses of Learning Science

Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. Taxonomy of Educational Objectives (1956). New York: David McKay Company.

Taxonomy of Educational Objectives

Waldrop, K., Berlioz, E.C., Larrick, P., Murray, D.C., Moyer, M.A., Poetter, T.S. Curriculum Windows: What Curriculum Theorists of the 1950s can teach us about Schools and Society today. (2019). IAP.

Curriculum Windows: What Curriculum Theorists of the 1950s can teach us about Schools and Society today.

Humans can only learn one or at most two conceptual levels at a time. A person is able to learn the next level of concepts only after they have a stable understanding of the original. From then on, we are able to fine tune our understanding of the lower level concepts, while our learning focus is on the next level of abstraction.

Learning by Conceptual Levels

Readers may translate text into visual information by selecting, organizing and then integrating. Graphical representations such as concept maps, flow diagrams, and tree diagrams can be used to depict the structural and conceptual relationships found in text. By generating diagrams, readers are able to leverage spatial memory to develop a coherent understanding of the text.

Cognitive Theory of Drawing Construction

People behave based on the value that they perceive doing the behavior has to them. It takes into account expectancy (effort), instrumentality (performance) and valence (value/reward).

Expectancy-Valence Theories

Analyzes the effectiveness of passive teaching styles (i.e. lecturing or exams) on student learning. 

Efficacy of Traditional Teaching Methods

A theory of human motivation that posits that the reasons why an individual chooses to participate and exerts effort, are based on self-determined regulations (such as intrinsic motivation). It states there are 3 desires that promote optimal function and growth:
- 1) Autonomy
- 2) Competence
- 3) Relatedness

Self-determination theory (SDT)

The measure and study of sustained interaction with the medium. Engagement is different from Motivation in that it focuses on the user's willingness to continue interacting, rather than what inspires or spurs them into action.

Engagement

Learning analytics (LA) is the idea that datasets acquired through teaching or learning activities can be used to enhance student learning, academic progress, and teaching practices.

Learning Analytics

- MOOCs (massive open online courses)
- Blended Learning
- Online Learning
- Distance Learning
- E-learning

Mode of Education

The intersecting three-presence framework, consisting of Social, Teaching and Cognitive Presences, that represented all the important activities in an educational experience.  

Community of Inquiry Framework

Bloom's Taxonomy of Learning

A learning task that requires a considerable but desirable amount of effort, thereby improving long-term performance.

Examples:

- Interleaving Materials
- Spacing Studying
- Generation Effect
- Retrieval practice (testing)
- Varying Study Conditions

Desirable Difficulties

A theory that recognizes the learners' understanding and knowledge based on their own experiences prior to entering school. Rather than simply taking in knowledge, learners take the opportunity to reinforce and build their own understanding of the topic, derived from what they already know and what is being presented to them.

Constructivism (in Education)

The achievement gap is a persistent disparity in academic outcomes, such as grades, test scores, and graduation rates, observed among students from different demographic groups. These groups are often defined by ethnicity, race, and, in certain subjects, gender.

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