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ERIC Number: EJ967791
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1011-3487
"Assessment Drives Learning": Do Assessments Promote High-Level Cognitive Processing?
Bezuidenhout, M. J.; Alt, H.
South African Journal of Higher Education, v25 n6 p1062-1076 2011
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. (Contains 7 tables and 4 figures.)
Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa