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| American Journal of Business Education |
| Year: 2008 |
Quarter: 4 | Volume: 1 |
Number: 2 |
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A Preliminary Bloom's Taxonomy Assessment Of End-Of-Chapter Problems In Business School Textbooks
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Jennings B. Marshall, Samford University, USA
Charles M. Carson, Samford University, USA
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| Abstract |
This article examines textbook problems used in a sampling of some of the most common core courses found in schools of business to ascertain what level of learning, as defined by Bloom's Taxonomy, is required to provide a correct answer. A set of working definitions based on Bloom's Taxonomy (Bloom & Krathwohl, 1956) was developed for the six different levels of the taxonomy. Because the course credit model relies so heavily on textbooks, the end of chapter problems for a leading text book in eight traditional business disciplines were evaluated. The initial findings indicate that the vast majority of end of chapter problems examined only required students to function at Level 1 (Knowledge) or Level 2 (Comprehension). While preliminary in nature, these data suggest the need for the use of other methods to challenge the student to think on higher cognitive levels. |
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| (Clute Institute for Academic Research article #: 1120) |
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