Biology in bloom: implementing Bloom's Taxonomy to enhance student learning in biology.

By Alison J Crowe, Clarissa Dirks, M. Wenderoth. CBE - Life Sciences Education, 2008

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Increased Course Structure Improves Performance in Introductory Biology (2011, methodology): “Bloom’s framework has been applied in an array of contexts in undergraduate biology education (Crowe et al., 2008), including characterizing exams (Zheng et al.”
The flipped classroom: A learning model to increase student engagement not academic achievement (2017, methodology): “Questions were defined as knowledge, comprehension, application or analysis based on the criteria outlined in Crowe et al. (2008).”
Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class (2010, methodology): “The questions were from a multiple-choice Introductory Molecular and Cell Biology Concept Assessment developed at the University of Colorado (Jia Shi, personal communication).”
Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours (2016, methodology): “Characterizing exam questions using the cognitive domain of Bloom’s taxonomy is an approach commonly employed to compare assessments before and after interventions (Crowe et al., 2008; Momsen et al., 2013).”