EVALUATION OF STUDENT’S KNOWLEDGE AND ACHIEVEMENT LEVELS BY THE TEACHERS BASED ON B.BLOOM’S TAXONOMY

Authors

  • Agron Iljazi Faculty of Pedagogy, University of Tetovo, North Macedonia
  • Svetlana Pandiloska Grncaroska Faculty of Pedagogy, University of Tetovo, North Macedonia

Keywords:

Assessment, Knowledge Levels, Student Achievement, Learning Process, School, Teacher

Abstract

The research of this problem aims to find and bring out relevant results on teaching in general and also within it, the level of students' knowledge, all of which is based on different taxonomies, with special emphasis based on the taxonomy of B. Bloom.
Therefore, the teacher in the first place must have sufficient educational, social, cultural, pedagogical, psychological, axiological knowledge, and most importantly, the basis from which the learning process begins are the aims. If the aims of teaching are set correctly, clearly and precisely, successful learning can be eachieved to e grater extent. With successful learning comes successful assessment, where the teaching process and that of continuous assessment could be taken as two inseparable processes during the educational activities. The objectivity and professionalism of the teacher would be high and valid, respectively in the evaluation of knowledge and achievements of students.
Our focus on the chosen topic will be on the assessment of students' knowledge and achievements based on Bloom's taxonomy, and as the main reason is undoubtedly the current state of assessment problems, about the competencies in terms of professional capacity of teachers during the process of student assessment. This process includes a number of basic concepts which will be elaborated in this paper in more detail.
The purpose and rationale for choosing this research topic was from our need and interest in the development of the teaching and assessment process within students' knowledge levels and achievement, namely the actuality of Bloom's Taxonomy and its implementation in the teaching process while teaching and assessing students' knowledge, as a Taxonomy of great use in world-wide school practice.
This was the main reason and purpose of giving an overview of the situation in our schools and at the same time of the teachers and also the influence of the organizers of the teaching process, the compilers of the school curricula, regarding the implementation and assessment based on the knowledge levels of Bloom’s Taxonomy.
In this paper, a total of 120 teachers from the primary schools of the Municipality of Tetova were included, 60 of whom were class teachers and 60 were subject teachers. We used the teacher survey as a technique for this research, and we used a questionnaire consisting of 20 questions as the tool of the research.
A special program for statistical analysis of data - SPPS ANOVA was used for data processing, where data was also presented by using tables and graphs, reflecting the situation in our schools based on the obtained results.

References

Упјенс, М. (2016). Училишна Дидактика, АрлЛамина, Национална и универзитетска библиотека „Св Климент Охридски„ . Skopje

УСАИД,. (2011). Praktika bashkëkohore të mësimdhënies,. Libraria universitare kombëtare "Св Климент Охридски". Skopje

УСАИД, Basic Education Program, (Јануари 2013) “ Zhvillimiishkathtësive të shekullit 21 në klasat me NXËNËSIN NË QENDËR”.

Anderson, L.W., & David R. K. (eds.), (2000). A Taxonomy for Learning, Teaching, and Assessing—A Revision of Bloom's Taxonomy of Educational Objectives. Allyn & Bacon

Bokovljev, M. (1999). Recnik Didaktike, Ucitelski Fakultet, Belgrade

Conner, C. (1999). Assesment in Action in the Primary School, London: Falmer Press, Taylor &Francis Group

Cremin, T., & Arthur, J. (Orginal published 2006, Ars Lamina 2017)., " Zhvillimi i mësimdhënies në shkollën fillore",. Арс-Ламина., Skopje

Conteva, Z. (2010). Ocenuvanje na znanjata i sposobnostite na ucenicite so primena na Blumovata taksonomija., Skopje

Ewing, R., Lowrie, T., & Higgs, J. (Orginal published 2009, ArbëriaDesign 2016)., " Mësimdhënia dhe komunikimi-ryshqyrtimi i përvojave profesionale"., АрбериаДесигн-Тетово

Grgin, T. (1994). Skolska dokimologija. Croatia, Jstrebarsko: , Naklada Slap

Grup autora, (1989). Pedagoshka enciklopedija, Naucna knjiga, Belgrade

Gudjons, H. (1994). Pedagogija-temeljna znanja, Educa, Zagreb

Gujkov, G. (2003). Dokimologija –prirucnik (drugo izmenjeno izdanje). Vrsac: Triton

Moyels, J., Georgeson, J., & Payler, J. (Orginal English language edition Copyright 2011, ArbëriaDesign 2016), " Mësimdhënia dhe mësimnxënia fillestare në vitet e hershmedhe në arsimin fillor"., АрбериаДесигн-Тетово. Tetovo

Mayer, H. (2002). Didaktika razredne kvake, Educa, Zagreb

Nitko, A., Brokhart, J., & Susan, M. (2007). Educational Assessment of Students, fifth edition, USA: Pearson

Vilotijevic, M. (1999). ДИДАКТИКА – Предмет Дидактике, Научна книга- Учителски Факултет. Belgrade

Siegler, R. S. & Wagner Alibali, M. (Orginal published 2005, ArbëriaDesign 2017),. Të menduarit e fëmijëve-botimi i katërt,. АрбериаДесигн-Тетово. Tetovo

Stojanovska, V. (2013). Students opinion about professional ethics relation of the teachers, (IJCRESEE) International Journal of Cognitive Research in science, engineering and education. Vol 1. No. 2

Zajazi, T. (2003). Metodologji të mësimdhënies dhe mësimnxënies, Vinsent Grafika. Skopje

Downloads

Published

2021-10-07

How to Cite

Iljazi, A., & Pandiloska Grncaroska, S. (2021). EVALUATION OF STUDENT’S KNOWLEDGE AND ACHIEVEMENT LEVELS BY THE TEACHERS BASED ON B.BLOOM’S TAXONOMY. KNOWLEDGE - International Journal , 48(2), 321–325. Retrieved from https://ikm.mk/ojs/index.php/kij/article/view/4745