Thompson Andrew R, O'Loughlin Valerie D
Department of Biomedical Sciences, West Virginia School of Osteopathic Medicine, Lewisburg, West Virginia.
Medical Sciences Program, Indiana University School of Medicine, Bloomington, Indiana.
Anat Sci Educ. 2015 Nov-Dec;8(6):493-501. doi: 10.1002/ase.1507. Epub 2014 Dec 16.
Bloom's taxonomy is a resource commonly used to assess the cognitive level associated with course assignments and examination questions. Although widely utilized in educational research, Bloom's taxonomy has received limited attention as an analytical tool in the anatomical sciences. Building on previous research, the Blooming Anatomy Tool (BAT) was developed. This rubric provides discipline-specific guidelines to Blooming anatomy multiple-choice questions (MCQs). To test the efficacy of the BAT, a group of volunteers were randomly split up and asked to Bloom a series of anatomy MCQs using either the BAT or a traditional Bloom's reference called Bloom's Learning Objectives (BLO). Both groups utilized each rubric for a different series of MCQs. Examination question categorizations made using each rubric were tested for accuracy and interrater reliability. In addition, previous experience in anatomy and Bloom's taxonomy were considered. Results demonstrated that volunteers using the BAT had consistently higher levels of interrater reliability, but accuracy varied and was similar between rubrics. Neither measure was substantially impacted by experience in Bloom's taxonomy or anatomy. A poststudy survey indicated that volunteers strongly preferred the BAT and felt it was more helpful in categorizing anatomy MCQs than the BLO. These results suggest that the BAT can be useful in educational research in the anatomical sciences to aid in aligning observer judgment on Bloom taxonomic levels and improve consistency, especially when used in conjunction with a norming session prior to data collection.
布鲁姆分类法是一种常用资源，用于评估与课程作业和考试问题相关的认知水平。尽管在教育研究中被广泛使用，但布鲁姆分类法作为解剖学领域的一种分析工具受到的关注有限。基于先前的研究，开发了“布鲁姆解剖学工具”（BAT）。该评分标准为布鲁姆解剖学多项选择题（MCQ）提供了特定学科的指导方针。为了测试BAT的有效性，一组志愿者被随机分成两组，要求他们使用BAT或一种名为“布鲁姆学习目标”（BLO）的传统布鲁姆参考工具对一系列解剖学MCQ进行布鲁姆分类。两组分别使用不同的评分标准来处理不同系列的MCQ。对使用每个评分标准进行的考试问题分类进行了准确性和评分者间信度测试。此外，还考虑了先前在解剖学和布鲁姆分类法方面的经验。结果表明，使用BAT的志愿者评分者间信度水平始终较高，但准确性有所不同，且两种评分标准之间相似。这两种衡量方法都没有受到布鲁姆分类法或解剖学经验的实质性影响。一项研究后的调查表明，志愿者强烈偏好BAT，并且认为它在对解剖学MCQ进行分类方面比BLO更有帮助。这些结果表明，BAT在解剖学领域的教育研究中可能有用，有助于使观察者在布鲁姆分类水平上的判断保持一致并提高一致性，特别是在数据收集之前与规范会议一起使用时。
