I have my opinion on this subject, would love to hear from others, pro or con.

If a lesson is designed at the Analysis Level of Bloom's Taxonomy, does it follow that the standard for a test should be "with zero error?" We have had some lively discussions about this topic

Hi Mark,

According to Bloom's Taxonomy, there are three types of learning domain which are cognitive, affective (emphasizing feeling and emotion), and psycmotor (concerned with motor skills) for instructional objectives. Analysis in the Cognitive Domain refers to the breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations.

Regarding your question, there is no measurement and evaulation standard with a zero error in the analysis step.

I hope it helps you.

Gokhan
HR Development Specialist

Mark

What environment are you using Bloom?

Nero

The acceptable error rate on an assessment, IMHO, depends upon the business case and context not the level of the taxonomy from which you've written the objective.

Great responses, all! For the record, I made the argument that standard and taxonomy were exclusive and one did not drive the other.

Nero, it is being used in aircraft maintenance developing courses for technicians. The prevailing standard was to have a percentage correct requirement based on the level of taxonomy. I argued that we set the standard based off of the criticality of the task, but there were some arguments.

Thanks again to everyone