The Taxonomy Approach for Engineering Students’ Outcomes Assessment

- Titova, Olena (orcid.org/0000-0002-6081-1812), Luzan, Petro (orcid.org/0000-0002-8853-9275), Davlatzoda, Q.Q. (orcid.org/0000-0001-6462-1883), Mosya, Irina (orcid.org/0000-0001-7641-3352) and Kabysh, М. (orcid.org/0000-0002-0454-6065) (2023) The Taxonomy Approach for Engineering Students’ Outcomes Assessment Advanced Manufacturing Processes IV. InterPartner 2022. Lecture Notes in Mechanical Engineering. pp. 380-390. ISSN ISBN 978-3-031-16651-8

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Abstract

Abstract. The paper presents the analysis of the B. Bloom’s taxonomy approach to describe learning objectives in the connection with program learning outcomes as well as the assessment methodology and tools for analysis of engineering students’ cognitive skills of different levels. The research was aimed at the development of some recommendations for the designing of testing items which could be realized for multilevel assessment of the results of engineering students’ competency-based professional training. That was performed considering the evidences, which reflected the theory and practice of B. Bloom’s taxonomy use for learning outcomes, learning activities and assessment strategy description for engineering education. The verbal means were analyzed and used for the development of the recommendations, which could be applied to formulate the learning outcomes and tasks at different cognitive levels. The application of the taxonomy approach required the development of test items provided for six cognitive categories. A set of multiple choice and open-ended tasks was developed to perform a multilevel assessment of the results of the specific course mastering by agricultural engineering students. To study how the formulation and the test item type influence the assessment results, an experiment was performed. It showed the effectiveness of differential ability of the approach when taxonomy is used for the assessment of students’ learning outcomes.

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