ASSESSING STUDENTS' PRODUCTIVE SKILLS THROUGH BLOOM'S TAXONOMY
https://doi.org/10.5281/zenodo.15547521
Kalit so‘zlar
Bloom’s Taxonomy, productive skills, speaking assessment, writing assessment, language evaluation, higher-order thinking, educational taxonomy, language learning, cognitive domains, task-based assessment.Annotasiya
This article explores the assessment of students' productive skills—speaking and writing—through the framework of Bloom's Taxonomy. Bloom’s hierarchical model of cognitive skills offers a structured approach for evaluating students’ ability to produce language at various levels of complexity, from basic recall to critical creation. The study highlights how different levels of the taxonomy—remembering, understanding, applying, analyzing, evaluating, and creating—can be aligned with specific assessment tasks for productive language use. By integrating Bloom's Taxonomy into language assessment, educators can design more targeted, objective, and developmental evaluation tools that not only measure students’ performance but also foster higher-order thinking. The article also presents practical examples and classroom strategies to implement taxonomy-based assessments effectively.
Foydalanilgan adabiyotlar ro‘yhati
Anderson, L. W., & Krathwohl, D. R. (Eds.). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman. (2001).(page 93)
Brown, H. D. Language assessment: Principles and classroom practices. Pearson Education. (2004).(page29)
Richards, J. C., & Renandya, W. A. (Eds.). Methodology in language teaching: An anthology of current practice. Cambridge University Press. (2002).(page 120)
Harmer, J. The practice of English language teaching (4th ed.). Pearson Longman. (2007).(page 112)
