An examination of manifestation of Bloom's taxonomy in biology school-based assessment in selected school

Abstract

This study investigates the utilization of Bloom's Taxonomy in school-based biology assessment tasks in selected secondary schools in the Meru district of Tanzania. Despite the emphasis on Bloom's Taxonomy in teaching and assessment, examination results in biology have been consistently underwhelming. The study aims to examine the manifestation of Bloom's Taxonomy in the cognitive, affective, and psychomotor domains within school-based biology assessments. Qualitative research methods were employed to gather data, including interviews, observations, and document analysis. Findings reveal that while some teachers demonstrate an understanding of Bloom's Taxonomy and its application in assessment, others lack clarity on its principles. Teachers acknowledge the importance of progressing from lower to higher cognitive complexity levels in teaching and assessment. However, observations indicate a tendency to assign assessment tasks predominantly at lower cognitive levels, neglecting higher-order thinking skills. Similarly, the affective and psychomotor domains are addressed to varying degrees. Teachers incorporate aspects of the affective domain by observing student attitudes, behaviors, and values, although this aspect is often less structured. The psychomotor domain is assessed through practical activities and demonstrations, with some teachers effectively integrating it into assessment tasks. Recommendations include curriculum review to ensure alignment between syllabi and teaching materials, increased budget allocation for biology resources, and addressing teacher workload through recruitment initiatives. These measures aim to enhance the quality of biology education and improve student assessment performance. Overall, this study highlights the need for greater alignment between teaching practices, assessment methods, and educational objectives.