Running head: ANNOTATED BIBLIOGRPAHY: BLOOM’S TAXONOMY LEVEL 1
Annotated Bibliography: Bloom’s Taxonomy Level
Name
Institution
ANNOTATED BIBLIOGRPAHY: BLOOM’S TAXONOMY LEVEL 2
Annotated Bibliography: Bloom’s Taxonomy Level
Abduljabbar, D. A., & Omar, N. (2015). Exam questions classification based on Bloom's
Taxonomy cognitive level using classifiers combination. Journal of Theoretical and
Applied Information Technology, 78(3), 447-455.
Examiners continue to find the best ways to assess their students. The traditional
methods that focus on using questions are becoming challenging to lecturers, particularly the
process of question writing. In their study, Abduljabbar & Omar (2015) proposed the use of
Bloom's taxonomy in the implementation of a combination of strategies in the development
of a new method to assess students. In their study, Abduljabbar & Omar (2015) discussed the
six levels of Bloom's Taxonomy. The need to identified the best means to assess students
contributed to the authors' need to develop the study. However, the article would be helpful in
discussing the fourth stage, analysis in Bloom's Taxonomy. In their discussion of Bloom's
Taxonomy, the authors provided the reader with sample keywords, sample behaviors, and
sample questions for each level of Bloom's Taxonomy. It, therefore, provides the reader with
an added advantage of comprehending the various levels of Bloom's Taxonomy and look for
other areas from the provided sample keywords.
The authors of the article are experienced in the field; for instance, Abdullahi has
more than eight years of teaching experience. It, therefore, makes the article useful to the
study because it provides accurate information from well-versed authors. The article is
available in google scholar, and any learner can access it when required. The article is
informative and would significantly contribute to the understanding of the study. It provides
readers with all the necessary information to complete the study and improve their
understanding of Bloom's Taxonomy.
ANNOTATED BIBLIOGRPAHY: BLOOM’S TAXONOMY LEVEL 3
Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the
Medical Library Association: JMLA, 103(3), 152-153.
Information professionals use various techniques to improve learners' understanding
of the various things they are presenting. Some can use Bloom's taxonomy to write various
learning objectives that describe the different skills they want their learners to master. In her
article, Adams (2015) takes the reader through the different levels of Bloom's Taxonomy as
well as the changes to it. The author of the article provides a detailed explanation of what
each step in the taxonomy entails and provides examples to ease the readers' understanding of
the different steps. Despite the author's description of all the levels in Bloom's Taxonomy, the
article would be useful in the description of the comprehension level. The author has gone to
great lengths to describe the level and provide examples and how learners can achieve
comprehension when learning. The provision of the changes to Bloom's Taxonomy by
scholars in the article provides additional useful information to the reader to get a link
between the original Bloom's Taxonomy and the new Bloom's Taxonomy.
The author is an associate director and coordinator of Education and Instruction. She
has researched more in the health sciences and has worked with other researchers to produce
various research in the field. Her experience and position in the field mean she can produce
quality work that a reader can use for academic purposes. It, therefore, makes it worthwhile
to use her current work to discuss the various levels of Bloom's Taxonomy. The author has
provided comments at the end of the article to guide the reader and provide some additional
insight about Bloom's taxonomy.
ANNOTATED BIBLIOGRPAHY: BLOOM’S TAXONOMY LEVEL 4
Ahmad, T. S., & Hussin, A. A. (2017). Application of the Bloom’s Taxonomy in Online
Instructional Games. International Journal of Academic Research in Business and
Social Sciences, 7(4), 1009-1020.
Bloom's Taxonomy continues to influence various students in their classes. Bloom's
Taxonomy has undergone changes since its introduction in 1956. The differences in the
modified taxonomy to the original one are the change in level names and the number of
dimensions. In their study, Ahmad and Hussin (2017) examined the application of Bloom's
Taxonomy in instructional games and proposed how one can apply it in developing
instructional games for learning grammar. The authors provide a general overview of what
Bloom's taxonomy is all about and then discuss its different levels. The authors want to
ensure that the readers have a clear understanding of Bloom's Taxonomy before breaking it
down to the various levels it has. The article would be useful in discussing the third level of
Bloom's Taxonomy application. Application entails the utilization of learned material in a
new and concrete setting. The authors have also provided the changes to Bloom's Taxonomy
to ensure that the reader can track the changes and understand it better.
The authors work in different universities in the Academy of Language Studies. They
have a great background in research work and have developed other comprehensive studies in
the field. Their academic background and research skills make the article conducive for
readers who seek to understand Bloom's Taxonomy and gain knowledge in the field. The
article is informative and proves useful in the study. The authors provide the need to consider
Bloom's Taxonomy in instructional games that a reader can relate to and develop a different
perspective of Bloom's Taxonomy.
