Modernising a Classic: Updating Leeds Beckett University’s Taxonomy of Assessment Domains to Support Institutional Curricular Change

Authors

  • Susan Smith Leeds Beckett University
  • Rebecca Sellers Leeds Beckett University

DOI:

https://doi.org/10.14297/jpaap.v4i2.213

Keywords:

Taxonomy of Assessment Domains, Graduate Attributes, learning outcomes

Abstract

Leeds Beckett University is embarking on a new cycle of Periodic Review after our wholesale curriculum review in 2012. Reviewing our current academic activity in relation to our curricular practice showed that work still needed to be done in several key areas. For example, improving the writing of levelled intended learning outcomes (ILOs), integrating our graduate attributes (GAs) – Enterprise, Having a Global Outlook and Digital Literacy – more fully into course and module outcomes and ensuring staff understand the nature and scope of the different assessment domains which enhance opportunities for full student learning from our programmes. To address these issues, a short life working group (SLWG) focused on modernising our existing taxonomy of assessment domains (Link 1) which had been well-used by our staff for at least 20 years.

This paper focuses on i) consideration of the benefits of the existing taxonomy ii) the broader context and reasons for modifying our existing taxonomy of assessment domains, iii) the approach, process and activity of the SLWG, iv) planned future work streams to build on our work in progress.

Author Biographies

Susan Smith, Leeds Beckett University

Dr Susan Smith is Head of Curriculum Development and Review in the Centre for Learning and Teaching at Leeds Beckett University. She has specific research interests in curriculum design and interprofessional education and has published her research widely.

Rebecca Sellers, Leeds Beckett University

Rebecca Sellers is a Learning Technologist in the Centre for Learning and Teaching at Leeds Beckett University.

References

Anderson, L., Krathwohl, D., Airasuan, P., Cruickshank, K., Mayer, R., Pintrick, P., Raths, J. & Wittrock, M. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. NY: Longman.

Biggs, J. B. and Collis K. F. (1982). Evaluating the Quality of Learning: The Solo Taxonomy, Structure of Observed Learning Outcomes, London: Academic Press.

Blaschke, L. (2012). Heutagogy and Lifelong learning: A Review of Heutagogical Practice and Self determined learning. The International Review of Research in Open and Distributed Learning, 13, 1.

Bloom, B., Englehart, M., Furst, E., Hill, W. & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.

Churches, A. (2008). Bloom’s Digital Taxonomy. Retrieved 14 February, 2016 from http://edorigami.wikispaces.com

Dykstra, D. I. (1992). Studying Conceptual Change in Learning Physics, Science Education, 76, 615-652.

doi: http://dx.doi.org/10.1002/sce.3730760605

Gilbert, S.W. (1992). Systematic Questioning: Taxonomies that Develop Critical Thinking Skills, Science Teacher, 59(9), 41-46.

Harris, J. (2008). Developing a language for assessing creativity: a Taxonomy for supporting student learning and assessment. Investigations in University Teaching and Learning, 5(1), 80-87.

Heer, R. (2012). A model of learning objectives. Centre for Excellence in Learning and Teaching, Iowa State University.

Heywood, J. (2000). Assessment in Higher Education. London and Philadelphia: Jessica Kingsley Publishing.

Knowles, Z. & Gilbourne, D. (2010). Aspiration, Inspiration and Illustration: Initiating Debate on Reflective Practice Writing, The Sports Psychologist, 24, 504-520.

Leeds Beckett University Taxonomy of assessment domains. Based upon Bloom, B.S. 1956. Taxonomy of educational objectives. Handbook I: The cognitive domain. New York, NY: David McKay. Retrieved 14 February, 2016 from https://www.leedsbeckett.ac.uk/partners/files/Taxonomy_of_assessment_domains.pdf

Merriam, S. (2001) Andragogy and Self-directed learning: Pillars Adult learning Theory. New Directions for Adult and Continuing Education, 89, 3-13

doi: http://dx.doi.org/10.1002/ace.3

Moseley, D., Baumefield, V., Elliot, J., Miller, J., Newton, D. & Gregson, M. (2005). Frameworks for Thinking, Cambridge University Press, p.4

doi: http://dx.doi.org/10.1017/CBO9780511489914

Quality Assurance Agency (QAA) (2014). UK Quality Code for Higher Education. Part A. Setting and Maintaining Academic Standards. The Framework for Higher Education Qualifications of UK Degree Awarding Bodies.

Travers, R.M.W. (1980) Taxonomies of Educational Objectives and Theories of Classification. Educational Evaluation and Policy Analysis, 2 (2), 5-23.

doi: http://dx.doi.org/10.3102/01623737002002005

Veal, W.R. and MaKinster, J. G. (1999). Pedagogical Content Knowledge Taxonomies, Electronic Journal of Science Education, 3, 4.

Links

Link 1: Original taxonomy

https://drive.google.com/file/d/0B-zku-QWIfxyd3pQVUFLSE9NR1E/view?usp=sharing

Link 2: Revised taxonomy

https://www.leedsbeckett.ac.uk/files/external/CLT-Taxonomy_of_assessment_domains.pdf

Link 3: Domains linked to graduate attributes

https://www.leedsbeckett.ac.uk/files/external/CLT-Taxonomy_of_Assessment_Domains_GA_Mapping.pdf

Link 4: Interactive tool

https://my.leedsbeckett.ac.uk/bbcswebdav/courses/SP_seller06_01/Tax%20no%20resources%20-%20CLT/story.html

Downloads

Published

2016-02-15

Issue

Section

On the Horizon