Moving Students from Information Recitation to Information Understanding: Exploiting Bloom's Taxonomy in Creating Science Questions.

By T. Lord, S. Baviskar. 2007

137 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e6b7ce85c356f0275fc52cd755844c280b728dff

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Darina Scully
2. Kate L. Blankmeyer
3. Jana M. Hackathorn
4. Erin D. Solomon
5. Rachel E. Tennial
6. Amy M. Garczynski

Citations in the corpus

• Constructing multiple-choice items to measure higher-order thinking (2017, background): “There is now widespread recognition of the importance of invoking higher-order processes in both curriculum and assessment design (e.g., Lord & Baviskar, 2007; Momsen, Long, Wyse & Ebert-May, 2010).”
• Learning by Doing: An Empirical Study of Active Teaching Techniques. (2011, methodology): “Bloom’s cognitive processing taxonomy is a valid, reliable, efficient, and effective means of evaluating learning (Anderson & Krathwohl, 2001; Bloom, et al., 1956; Lord & Baviskar, 2007; Noble, 2004).”