n South African Journal of Higher Education - 'Assessment drives learning' : do assessments promote high-level cognitive processing?
|Article Title||'Assessment drives learning' : do assessments promote high-level cognitive processing?|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Affiliations||1 University of the Free State and 2 University of the Free State|
|Publication Date||Jan 2011|
|Pages||1062 - 1076|
Students tend to learn in the way they know, or think, they will be assessed. Therefore, to ensure deep, meaningful learning, assessments must be geared to promote cognitive processing that requires complex, contextualised thinking to construct meaning and create knowledge. Bloom's taxonomy of cognitive levels is used worldwide to assist in preparing assessment materials. The taxonomy entails the classification of cognitive actions into six, increasingly complex, levels.
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