Guiding Students in Writing Data Response Answers Using Bloom’s Taxonomy for Critical Thinking, pp. 4 of 8

In Stage 2, the teacher modeled the use of the guide using a new data set with two or more variables. Students were asked to do corrections on their pre-test based on the guide, with an emphasis on the Remembering and Understanding stages of the guide. Stage 3 was the post-test (refer to Figure 4).

The three stages were conducted across three consecutive lessons so that there would be continuity in the learning and sustained exposure to these types of data response questions.

Data was collected at three different points – at Stage 1 (the pre-test), at Stage 2 (corrections of the pre-test) and Stage 3 (post-test). The data set from Stage 1 was compared against those from Stage 2 and Stage 3. These data sets were quantitatively analysed. The answers of the post-test (Stage 3) was qualitatively analysed. Using the guide as a reference point, we colour-coded the answers according to the various levels in the guide to analyse if there were areas of improvement at each of these levels in the guide.

Findings & Discussion

Analysis 1: Stage 1 (Pre-test) VS Stage 2 (Corrections of Pre-Test)

During the pre-test, there was a 13.9% pass while at the corrections of the pre-test, the percentage pass increased to 80.5%. The greatest increase in marks was by 1 to 2 marks. Out of the 13 students who showed only a small increase of 0.5 to 1 mark at this stage, 8 of them were students who were already weak at answering such data questions as seen by the results of their pre-test, and had failed the pre-test. The remaining 5 had already passed the pre-test.

Related Teaching Materials

annex403.21 KB

An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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