Curriculum Alignment of Thinking Skills Using Bloom’s Taxonomy

• Edwards Susan

• Evans Simon

抄録

This paper focuses broadly on curriculum alignment in the English for Liberal Arts (ELA) programme at International Christian University (ICU) in Tokyo, Japan. More narrowly, it examines three Course-Wide Assessments (CWA) recently developed for one ELA stream of the Academic Reading and Writing (ARW) course. The three CWAs were designed to align with the Learning Outcomes (LO) for the stream. Applying Bloom’s revised taxonomy to examine the cognitive demands of the CWAs and their alignment with the grading rubrics and learning outcomes, reveals three areas for improvement. First, greater clarity in the CWA documents is needed to identify the cognitive demands of each task. Second, greater acknowledgement of these cognitive demands is required in the grading rubric. Finally, the cognitive demands of the tasks may need articulating more explicitly in the Learning Outcomes document so that there is stronger curriculum alignment.

収録刊行物

• 語学研究

  語学研究 35 21-32, 2020-01-01

  国際基督教大学

詳細情報

• CRID: 1390853651214483072
• NII論文ID: 120006955673
• NII書誌ID: AA11036468
• DOI: 10.34577/00004763
• ISSN: 09133615
• Web Site: https://icu.repo.nii.ac.jp/records/4967
• 本文言語コード: en
• データソース種別:
  • JaLC
  • IRDB
  • CiNii Articles
• 抄録ライセンスフラグ: 使用可