Barrett taxonomy is another guide for the teachers in teaching the students. This is applicable to language subject as the main focus is to cater students’ understanding for comprehension questions in reading part.
Figure 1.5
The alternative of using Bloom is using SOLO taxonomy which is Structure of Observe Learning Outcome. The picture in figure 1.5 explains explicitly improvement of understanding of the learners in learning a subject. This is the table that explains on SOLO taxonomy. In Malaysian cases, Bloom is preferable more than SOLO. However, there is nothing to use SOLO or any other taxonomy as long as we are fully guided ourselves. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., Wittrock, M. C. (2000). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.
Biggs, J. B. and Collis, K. (1982). Evaluating the Quality of Learning: the SOLO taxonomy. New York, Academic Press Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Dave, R. H. (1975). Developing and Writing Behavioral Objectives. (R. J. Armstrong, ed.). Tucson, Arizona: Educational Innovators Press. Harrow, A. (1972) A Taxonomy of Psychomotor Domain: A Guide for Developing Behavioral Objectives. New York: David McKay. |