Evaluation of Cognitive Domain in Objective Exam of Physiotherapy Teaching Program by Using Bloom's Taxonomy

<p>This study aimed to evaluate chemistry questions from the General Secondary Examination<br />in Jordan (Altawjihi) for the years 2010 – 2015. Criteria for evaluation included type of<br />questions (objective vs. essay), inclusion of Bloom's Taxonomy of Cognitive Domain, and<br />the availability of chemistry processes. This study was accomplished by following the style<br />of content analysis that considers the sub-question as the unit of analysis and then determines<br />which standards are included in the questions. The number of questions that were analyzed<br />reached to 540 sub-questions. The researcher used frequencies, percentages, chi-square<br />distribution, and Holsti's method in the statistical treatment to calculate the stability of the<br />question analysis. The results exhibited the domination of objective questions over essay<br />questions and questions of completion. Objective questions dominated the findings (57.6%).<br />Essay questions were second most frequently used (36.7%), with completion questions used<br />least frequently (5.7%). Questions that measure lower cognitive levels also outperformed the<br />other types, reaching 85.7%. However, the questions that measure higher cognitive levels (as<br />based on Bloom’s Taxonomy of the Cognitive Domain— analysis, synthesis, and evaluation)<br />were only sparingly used, at 7.8%, 3.0%, and 3.5%, respectively. Chemical calculation and<br />recognition occupied center stage in the educational processes for achieving chemical<br />knowledge and chemical expression, whereas the assumption process has been used almost<br />not at all (0.5%).</p>

Background: Higher education programs that admit students to sequential curricula incur a substantial financial loss when an enrolled student fails to continue in the program for whatever reason. In many instances, the seat cannot be filled, and valuable tuition dollars often over $90,000 per student is lost to the institution. In addition to financial loss, Doctor of Physical Therapy (DPT) programs are required to report and explain rates to the Commission for Accreditation of Physical Therapy Education (CAPTE). Admission committees at Doctor of Physical Therapy programs seek candidates that will be successful in the program and pass the National Physical Therapy Examination (NPTE). Purpose: The purpose of this study was to explore relationships of non-cognitive characteristics (grit and emotional intelligence) and Grade Point Average (GPA) in the first year of a DPT program with the intent to potentially identify students who might benefit from remediation/intervention to prevent attrition. Methods: Forty-two students in the first year of a Doctor of Physical Therapy program completed the Grit scale and the Mayers-Salovey Emotional Intelligence test early in the fall semester of year one. Results: There were no significant relationships between grit or emotional intelligence and academic success in the first year of a DPT program. Conclusions: The current study provides preliminary information related to non-cognitive factors of grit and emotional intelligence and success in a Doctor of Physical Therapy program.

The study aimed at analyzing English questions of the Jordanian Secondary Certificate Examinations via Blooms' cognitive levels. An analysis sheet was prepared by the researcher for the purpose of the study, which was ensured to be valid and reliable. The whole questions of the general secondary examinations for English course in both levels (level three and level four) during 2010-2013 composed the sample of the study. Frequencies and percentages were tabulated to facilitate the analysis of the results. The result of the study revealed that the total percentage of the first three levels (comprehension, knowledge, and analysis) is (69.6) but the total percentage of the last three levels (application, synthesis, and evaluation) is (30.4) so it indicated that the English questions included in general secondary examinations emphasize low order thinking levels. The researcher recommended that the questions designers should improve their questioning techniques in writing questions of exams.

Background and Purpose. Holistic admissions practices may be used to increase diversity in Doctor of Physical Therapy (DPT) programs by consideration of race and ethnicity, educational disadvantaged background, low socioeconomic status, and for persons from geographically underrepresented areas. This study describes the holistic review practices in the DPT program at California State University, Sacramento (CSUS) reports the profile of socioeconomic disadvantage (SED), race, and ethnicity; analyzes the relationships between SED and racial identity; and reports acceptance rates by race and SED. The purpose of this study was to strengthen the evidence-based inclusion practices in the program's admissions processes and to offer a model to DPT programs that are seeking to assess and utilize admissions practices to increase the racial, ethnic, and socioeconomic diversity of the physical therapy profession. Case Description. The holistic review process at CSUS included weighting 4 Skills and Background Characteristics (SBCs) in determining admissions rankings that encompass the socioeconomic variables of the American Council of Academic Physical Therapy's definition of underrepresented minorities (URMs): 1) second language skills, 2) economic background, 3) educational background, and 4) environmental background. Admissions data were collected on all matriculated students in the first 8 years of the program and all qualified applicants in the last 3 years. Retrospective data analyses explored the relationships between SBC scores, race/ethnicity, and acceptance into the DPT program. Outcomes. Nearly 1 in 3 matriculants were the first in their family to graduate from college, and nearly 40% claimed a race/ethnicity other than White alone. Total SBC scores were found to be statistically significantly associated with racial identity and for underrepresented racial minorities (URRMs). Economic, educational, and environmental disadvantages were statistically significantly associated with URRMs. Acceptance into the program was found to be significantly associated with fluency and all SED variables. Discussion and Conclusion. Admissions weighting of SBC factors led to increased linguistic, socioeconomic, and racial diversity. Methods used in this study may serve as a model to other US Doctor of Physical Therapy programs that are seeking to offset the disadvantages that URMs have in gaining acceptance into physical therapist education programs. The expanded use of data-driven holistic admissions practices may contribute to the racial, ethnic, and socioeconomic diversity of the physical therapy profession.

Background Increasingly, students are using ChatGPT to assist them in learning and even completing their assessments, raising concerns of academic integrity and loss of critical thinking skills. Many articles suggested educators redesign assessments that are more ‘Generative‐AI‐resistant’ and to focus on assessing students on higher order thinking skills. However, there is a lack of articles that attempt to quantify assessments at different cognitive levels to provide empirical study insights on ChatGPT's performance at different levels, which will affect how educators redesign their assessments. Objectives Educators need new information on how well ChatGPT performs to redesign future assessments to assess their students in this new paradigm. This paper attempts to fill the gap in empirical research by using spreadsheet modelling assessments, tested using four different prompt engineering settings, to provide new knowledge to support assessment redesign. Our proposed methodology can be applied to other course modules for educators to achieve their respective insights for future assessment designs and actions. Methods We evaluated the performance of ChatGPT 3.5 on solving spreadsheets modelling assessment questions with multiple linked test items categorised according to the revised Bloom's taxonomy. We tested and compared the accuracy performance using four different prompt engineering settings namely Zero‐Shot‐Baseline (ZSB), Zero‐Shot‐Chain‐of‐Thought (ZSCoT), One‐Shot (OS), and One‐Shot‐Chain‐of‐Thought (OSCoT), to establish how well ChatGPT 3.5 tackled technical questions of different cognitive learning levels for each prompt setting, and which prompt setting will be effective in enhancing ChatGPT's performance for questions at each level. Results We found that ChatGPT 3.5 was good up to Level 3 of the revised Bloom's taxonomy using ZSB, and its accuracy decreased as the cognitive level increased. From Level 4 onwards, it did not perform as well, committing many mistakes. ZSCoT would achieve modest improvements up to Level 5, making it a possible concern for instructors. OS would achieve very significant improvements for Levels 3 and 4, while OSCoT would be needed to achieve very significant improvement for Level 5. None of the prompts tested was able to improve the response quality for level 6. Conclusions We concluded that educators must be cognizant of ChatGPT's performance for different cognitive level questions, and the enhanced performance from using suitable prompts. To develop students' critical thinking abilities, we provided four recommendations for assessment redesign which aim to mitigate the negative impact on student learning and leverage it to enhance learning, considering ChatGPT's performance at different cognitive levels.

This study is primarily focused on assessing the students’ logical thinking and cognitive levels in an online collaborative environment. The aim is to investigate whether the online collaboration has significant impact to the students’ cognitive abilities. The assessment of the logical thinking involved the use of the online Group Assessment Logical Thinking (GALT) test that has been conducted in two phases; before and after the online collaborative activities. The sample of respondents for this study is sixty first year Diploma in Computer Science students from Universiti Teknologi MARA (UiTM) Perlis, Malaysia where they were divided into fifteen collaborative groups. These collaborative groups were then engaged in a 3-hour session of collaborative activities via the Online Collaborative Learning System (OCLS). The results for this study has revealed that the online collaborative learning has significant impact to the students’ logical thinking levels with the increment of 21.7% high logical thinkers with p-value<0.05 (sig. 2-tailed). Meanwhile, the investigation of the students’ cognitive levels is being done by monitoring the students’ abilities to solve the given questions via OCLS. The questions have been previously constructed according to the Bloom’s taxonomy cognitive domain. The results have also revealed that the students at the early stage of learning programming are able to solve complex programming problems at the cognitive level Application and Analysis. There was also a strong correlation between students’ logical thinking skills with their abilities to solve problems in an online platform with r= 0.631, significant at 0.012.

Examination is one of the common ways to evaluate the students’ cognitive levels in higher education institutions. Exam questions are labeled manually by educators in accordance with Bloom’s taxonomy cognitive domain. To ease the burden of the educators, several past research works have proposed the automated question classification based on Bloom’s taxonomy using the machine learning technique. Feature selection, feature extraction and term weighting are common ways to improve the accuracy of question classification. Commonly used term weighting method in the past work is unsupervised namely TF and TF-IDF. There are several variants of TF and TFIDF and the most optimal variant has yet to be identified in the context of question classification based on BT. Therefore, this paper aims to study the TF, TF-IDF and normalized TF-IDF variants and identify the optimal variant that can enhance the exam question classification accuracy. To investigate the variants two different classifiers were used, which are Support Vector Machine (SVM) and Naïve Bayes. The average accuracies achieved by TF-IDF and normalized TF-IDF variants using SVM classifier were 64.3% and 72.4% respectively, while using Naïve Bayes classifier the average accuracies for TF-IDF and normalized TF-IDF were 61.9% and 63.0% respectively. Generally, the normalized TF-IDF variants outperformed TF and TF-IDF variants in accuracy and F1-measure respectively. Further statistical analysis using t-test and Wilcoxon Signed also shows that the differences in accuracy between normalized TF-IDF and TF, TF-IDF are significant. The findings from this study show that the Normalized TF-IDF3 variant recorded the highest accuracy of 74.0% among normalized TF-IDF variants. Also, the differences in accuracy between Normalized TF-IDF3 and other normalized variants are generally significant, thus the optimal variant is Normalized TF-IDF3. Therefore, the normalized TF-IDF3 variant is important for benchmarking purposes, which can be used to compare with other term weighting techniques in future work.

Clinical associated faculty (CAF) are typically expert clinicians but novice educators, lacking professional development opportunities targeted to their unique needs. This can result in unnecessary variability in content delivery and potentially negative student learning outcomes. The purpose of this article is to describe the development, implementation, and evaluation of a faculty development program designed specifically for CAF. Thirty-two CAF completed a longitudinal faculty development program designed by faculty at the University of Colorado Doctor of Physical Therapy Program (CU). Content was driven by faculty development literature, core concepts of CU's Doctor of Physical Therapy (DPT) program, and key constructs for excellence in DPT education. Changes in teaching confidence were examined with a modified version of the Nurse Educator Skill Acquisition Assessment (NESAA) in pre-test/post-test design. Creighton University DPT Program (Creighton) adapted the faculty development program for their own CAF and similarly assessed change in teaching skill in 21 CAF using the NESAA. Additional data were collected through session evaluations and review of student course evaluations for both programs. At CU and Creighton, 28 and 21 participants, respectively, completed the CAF development program and all desired outcome measures. Outcomes revealed a significant increase (P < .05) on NESAA scores. In addition, results demonstrated decreased negative student comments related to teaching inconsistencies on course evaluations and an overall positive perception of the program by participants. A CAF longitudinal faculty development program was developed and successfully implemented at 2 universities. This model could be used as a template by other DPT programs to address the existing faculty development gap and support the distinctive needs of CAF.

This study uses data from the Physical Therapist Centralized Application Service (PTCAS) to compare influences on application to Doctor of Physical Therapy (DPT) programs between White applicants and people of color (POC)-applicants who identified as Black, American Indian, Asian, Hispanic, or Pacific Islander. This is a retrospective study using holistic narrative analysis. PTCAS data for the 2020 to 2021 application cycle were obtained, including essays and demographic data. Random samples were drawn such that 736 total applicants to PTCAS were included: 372 White applicants and 364 POC applicants. Using categories previously described in the literature, 3 reviewers coded application essays into as many influence categories as applied. Interrater reliability was evaluated on a sample of 12 essays, using Cohen kappa between reviewer pairs and a total arithmetic mean. Chi-square was used to test for difference between groups, based on Bonferroni correction. Personal experience with physical therapy (53.8% for White applicants, 54.9% for POC applicants), observation of the field (68.5% for White applicants, 71.2% for POC applicants), and alignment with values and interests (62.9% for White applicants, 67.3% for POC applicants) were the most common influences. Applicants of color were more likely to indicate a desire to bring services back to their community of origin, formative experience in health care based on race, and paid work experience in the field. Interrater reliability was excellent (.869). Applicants in the POC group were primarily influenced toward pursuing DPT education by personal interaction with physical therapy and alignment of the field with their values. They were more likely than their White peers to have racially based health care experiences, paid work in the physical therapy field, and a desire to provide services to their community. Providing opportunities for people from racial and ethnic minority groups to experience physical therapy through equitable access to physical therapist care, observation hours, internships, or paid work experience may improve enrollment of more diverse cohorts.

Doctor of Physical Therapy (DPT) programs accept responsibility for the development of clinical skills and professional behaviors in students. Academic and clinical faculty endeavor to teach and mentor at the highest levels. Doctor of Physical Therapy programs that develop leadership intentionally, specifically personal, or self-leadership may be successful in leading positive change within their graduates' relationships, environments, and patient outcomes. Personal leadership means leading from within as an individual and does not require the individual to have a leadership title or role. It includes characteristics such as authenticity, passion, emotional intelligence, trustworthiness, and credibility. This case report will unveil how 1 established residential DPT program integrated personal leadership explicitly as a curricular thread. The 3 pillars are leading self, leading others, and leading systems: organizations and communities. The program used evidence-based processes used to build materials, learning activities, and assessments. The program achieved purposeful integration, including academic/clinical faculty development and progressive student learning experiences. Program assessment through focus groups and curricular surveys shows that students value the curricular content in personal leadership and are meeting the curricular thread behavioral objectives. The personal leadership curricular thread shows promise to promote leadership behaviors in students and graduates.

The cognitive level of students in practical subjects is influenced by various external and internal factors. Cognitive is one of the important elements for students towards the achievement of better skills. The need to strengthen the cognitive level among TVET students has become a priority in the field of education. Effective pedagogical approach should focus on increasing culinary students’ understanding of plating technique. Therefore, the objective of this study is to identify culinary student’s experience using digital platform for plating technique activities, to identify cognitive level of students to understand plating techniques through digital menu design and identify the suitability of culinary students to learn plating techniques digitally. The 63 students from the culinary program who enrolled in practical course. The survey design applied to conduct the research and set of questionnaires as instrument for data collection. The dimension measures are student’s experience, student’s cognitive level and suitability of learning with digital platform. The results of this study show that teaching using digital design for practical classes is an effective teaching that is expected to improve students' cognitive levels and indirectly improve student achievement. Hence, the digital menu design concept perhaps could be applied in other learning content and alternative teaching method in culinary program.

The study aimed at ascertaining the validity and reliability of business studies achievement test for senior secondary schools in Nigeria. The study adopted an instrumentation design. The area of the study was Anambra State. The population of the study consisted of all the 23,077 students and 586 business studies teachers in two hundred and sixty-one senior secondary schools in Anambra State. Multi-stage sampling techniques involving two stages were adopted for this study. Thus proportionate stratified and purposive sampling techniques were employed at the first and second stages respectively. This was used to determine the sample size of the study, which was 630 made up of 393 students in senior secondary school one and 238 business studies teachers in Anambra State. The instrument Business Studies Acheivement Test (BSAT) was face validated by five experts, while the content validation was carried out by using a table of specifications which consisted of content areas and behavioral objectives structured after Bloom's taxonomy of cognitive domain. To generate items for Business Studies Achievement Test, the instruments were distributed to 238 business studies teachers by the researcher and his assistants in their respective schools during the 2021/2022 session. Business Studies Acheivement Test (BSAT) was used for data collection, the BSAT was a single multiple-choice objective test with an expected response of either pass (1) or fail. This helped in determining the construct validity of the instrument as well generating items for the business studies achievement test. The generated instrument was pilot tested in six secondary schools in the six educational zones in Anambra state. The developed instrument was found to be valid and reliable with an estimate of 0.96 obtained for placing students in business studies in senior secondary schools in Nigeria. Based on the findings of the study it was recommended that teachers, researchers, and relevant agencies should Relevant educational agencies, teachers, researchers should endeavor to establish the validity of any instrument they develop for any educational purpose to ensure the items are valid and relevant to the subject objective also instrument for educational purposes should be reliable, this will facilitate the better decision for students’ placement and achievement.

This study systematically compared social studies items—specifically politics and law, Economics, and Society and Culture in Korea's College Scholastic Ability Test (CSAT), and contemporary society and politics/economics in Japan's Common Test for University Admissions—using Bereday's comparative education methodology and Bloom's taxonomy of cognitive domains. Analysis of sixty Korean items and sixty-one Japanese items revealed distinct assessment priorities between the two countries. Korea placed the highest emphasis on knowledge application, prioritizing the ability to apply concepts to real situations, while Japan emphasized knowledge recall most heavily, prioritizing accurate understanding of fundamental concepts. Despite this difference in priorities, both countries showed a common orientation toward higher-order thinking assessment, with the combined proportion of application and analysis domains exceeding that of knowledge recall in both systems. Regarding resource utilization, Korea demonstrated strong subject-specific differentiation, particularly in economics with extensive use of tables and graphs, while Japan emphasized complex thinking processes through higher use of mixed-format items combining multiple resource types. Korea maintained assessment consistency through a standardized five-option format and elective subject system, whereas Japan pursued mandatory subjects with diverse item structures ranging from four to nine options. This study aims to provide empirical comparative data that may inform policy discussions on Korea's upcoming 2028 university admission reform process.

Internet phishing attack is increasing and causing enormous economic loss in recent years. The network security literacy learning for educating students to defense phishing attack becomes more important. However, with the growing of attacking tricks, the anti-phishing knowledge is continuously increasing. The traditional learning platform with antiphishing technical documents is not sufficient for students to prevent the phishing attacks. To transform the continuously increasing anti-phishing knowledge to learning materials, the Bloom's taxonomy of cognitive domain was used to classify anti-phishing knowledge into different levels of learning skills. Since traditional anti-phishing documents are difficult to read for students, the Anti-phishing Education Game was developed to provide an interactive narrative learning environment for learning by doing. Thus, the game missions can be adaptively provided to students based on their learning achievements and engage students' attention. The experimental result shows that students have significant progress in identifying phishing page and high learning motivation by using our approach.

OPEN ACCESSMarch 12, 2015Bloom's Taxonomy in Action Jeanne Schlesinger, MEd, Adam Persky, PhD, Faculty Learning Community Jeanne Schlesinger, MEd Virginia Commonwealth University School of Medicine Google Scholar More articles by this author , Adam Persky, PhD University of North Carolina Eshelman School of Pharmacy Google Scholar More articles by this author , Faculty Learning Community Virginia Commonwealth University School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.10031 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractIntroduction: Bloom's Taxonomy has become a gold standard for writing learning objectives. Originally developed in the 1950's by Benjamin Bloom and revised in the 1990's by Lorin Anderson, Bloom's Taxonomy is a hierarchical model for organizing thinking skills to write clear learning objectives. Within the taxonomy's six categories build from the most basic to the most complex kinds of thinking. In order to help faculty who already use Bloom's Taxonomy use it more effectively, this online adaptation of “Bloom's Cognitive Taxonomy Slide Chart” was created at the Virginia Commonwealth University School of Medicine (VCUSOM). Methods: This interactive tool was used during a workshop on instructional strategy alignment. During this 2-hour session, small groups of faculty rotated between multiple tables, each of which focused on a specific strategy. The table that featured the Bloom's Taxonomy in Action tool required a laptop. At this table, a faculty developer spent 15 minutes demonstrating the tool features including: verb lists of measurable objectives for all six categories, outcome verbs, instructional strategies, and sample assessment questions. Results: Feedback from the session indicated that faculty found the tool to be useful and that they planned to reference it during their course planning. Additionally, while this tool was originally implemented behind a password protected VCUSOM site, the popularity soon demanded it be shared more widely and has now been used by faculty and graduate students at multiple institutions. Discussion: This interactive tool assists faculty who are formulating outcomes-based learning objectives and provides guidance for integrating instructional strategies with expected outcomes, and ways to assess student achievement. Educational Objectives By the end of this session, learners will be able to: Write learning objectives and align them with instructional strategies and assessment questions.Compare and contrast between levels of complexity and different ways of expressing ideas in order to gain clarity on desired learning objectives, instructional strategies, and assessment questions.Illustrate to other faculty the process of writing learning objectives tied to relevant instructional strategies and assessment questions. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide.docx Blooms Taxonomy in Action Folder To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationSchlesinger J, Persky A, Learning Community F. Bloom's Taxonomy in Action. MedEdPORTAL. 2015;11:10031. https://doi.org/10.15766/mep_2374-8265.10031 Copyright & Permissions© 2015 Schlesinger et al. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-No Derivatives license.KeywordsGoalsBloomEducational MeasurementTeaching Disclosures None to report. Funding/Support None to report. tabs.loading