Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/3425
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dc.contributor.authorJideani, Victoria Aen_US
dc.date.accessioned2016-01-21T11:42:14Z-
dc.date.available2016-01-21T11:42:14Z-
dc.date.issued2012-
dc.identifier.citationJideani, V.A. & Jideani, I.A. 2012. Alignment of Assessment Objectives with Instructional Objectives Using Revised Bloom's Taxonomy—The Case for Food Science and Technology Education. Journal of Food Science Education, 11(3): 34-42en_US
dc.identifier.issn1541-4329-
dc.identifier.urihttp://hdl.handle.net/11189/3425-
dc.identifier.urihttp://dx.doi.org/10.1111/j.1541-4329.2012.00141.x-
dc.descriptionArticleen_US
dc.description.abstractNine food science and technology (FST) subjects were assessed for alignment between the learning outcomes and assessment using revised Bloom’s taxonomy (RBT) of cognitive knowledge. Conjoint analysis was used to estimate the utilities of the levels of cognitive, knowledge, and the attribute importance (cognitive process and knowledge dimension) for learning outcomes and assessments. Lecturers for these subjects produced learning outcomes for ability of students to Understand (4.935) Procedural (3.316) as well as Apply (4.491) Conceptual (3.083) knowledge. Lecturers’ expected students’ to move beyond mere recall and recognition of knowledge to higher order cognitive knowledge of apply, analyze, evaluate, and create. However, the assessments tested students’ ability to Understand (4.791) Conceptual (4.168) as well as Remember (3.217) Procedural (0.581) knowledge resulting in a misaligned teaching and learning exercise. For all the subjects, emphasis was more (52.9% to 72.9%) on the cognitive dimension than on forms of knowledge in formulating the learning outcomes, whereas emphasis placed on the cognitive (33.3% to 62.5%) dimension and the knowledge (37.5% to 66.7%) forms in the questions differed from subject to subject. The cognitive weight in the assessment was more for Understand (1.781)/Remember (0.787) Conceptual (1.416) knowledge. RBT provides an assessment framework that can be used to assist instructors in going beyond factual knowledge and comprehension to include academic skills such as application, analysis, evaluation, and creation.en_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofJournal of Food Science Educationen_US
dc.subjectBloom’s Taxonomyen_US
dc.subjectFood Scienceen_US
dc.subjectTechnology Educationen_US
dc.subjectAssessment Objectivesen_US
dc.subjectlearning outcomesen_US
dc.titleAlignment of assessment objectives with instructional objectives using revised bloom's taxonomy—The case for food science and technology educationen_US
dc.title.alternativeThe Case for Food Science and Technology Educationen_US
dc.type.patentArticleen_US
dc.typeArticleen_US
Appears in Collections:Prof. Victoria A Jideani
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