4 Assessing higher levels
Bloom’s Taxonomy of cognitive processes [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] can be mapped to software use both individually and collaboratively. The table shows how this might apply to the levels of knowledge, analysis and evaluation. What might the software use to demonstrate comprehension, application and synthesis?
| Cognitive process | Individual | Collaborative |
| 1. Knowledge: allow storage or display information | PDF, PowerPoint, learning platform/e-portfolio, blog, video | Filesharing, Wiki, video, photos |
| 2. Comprehension | ||
| 3. Application | ||
| 4. Analysis | Mind mapping, word cloud | Collaborative mind map, forum |
| 5. Synthesis | ||
| 6. Evaluation | Click2Meet, VC, Gantt | Flash meeting, VC, wiki, forum |
Footnotes
VC = video conferencingAdjust an activity you are about to teach in order to obtain evidence of pupils' higher level thinking skills. Can they design and implement an ICT system for others to use? What might this mean?
Reflection
If the primary classroom has become more student-centred, what does this mean for the teacher?
Is he or she no longer necessary?
In fact, the teacher's role is just as important as it has always been – if not more so. With a knowledge of learning styles and of Bloom's Taxonomy coupled with access to the wealth of resources provided by the World Wide Web, the teacher works alongside the pupils. Teachers scaffold learning so that pupils can assume a more active role in their own learning. Is it possible to ensure your lessons are more carefully constructed to guide KS2 pupils through the exploration of content and technology affordances?
Teachers' instructional armoury contains a greater variety of instructional techniques and knowledge of instructional design. Has your role and that of your colleagues evolved from the limited didactic form of ’teaching from the front‘ – once the standard view of an effective teacher?
Further background reading